Here you can browse our available courses, and register for them, if desired.
To start, either:
- Search for a course in the search bar below by name, number, or any other keyword.
- This will search while you type, and pop up the results below it. It will take you to whichever course you select from the results.
- You can also browse the Online Course
- or Select a "Topic of Interest" to see all courses available related to that topic.
Online Courses
491-732 | ONLINE | Embracing the Stories of War (Course 1 in CVC)
Course Start Date: Monday, May 16, 2022 | ||||||||||
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Registration Starts: Monday, May 16, 2022 | ||||||||||
Registration Ends: Sunday, August 14, 2022 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
Description: | ||||||||||
***You MUST apply and be accepted BEFORE registering for this course, DO NOT register for this course without necessary approval*** In this online, asynchronous class, students will learn about the military cycle, the experience of war, and reentry challenges through first-person accounts of combat veterans and specially designed immersive activities. |
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0.0 | ||||||||||
CE Faculty: | ||||||||||
Tina Blaschke-Thompson
Glenn Stutzky
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As a result of this course, you will be able to: • Develop military cultural competence. • Analyze the relationship between combat trauma and the physical, psychological, and spiritual effects on veterans. • Identify service needs for combat veterans. • Develop/deepen empathy for combat veterans and their experiences. |
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320-22 | ONLINE | Human Trafficking in Indigenous Communities
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
Registration Ends: Thursday, December 15, 2022 | ||||||||||||||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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In this online, self-paced course, participants will explore the impact of human trafficking in Indigenous communities and the epidemic of missing and murdered Indigenous women, girls, and two-spirit people. Course materials include articles and videos that highlight first-hand narratives of human trafficking survivors. At your pace, you will read two articles, watch one video, and familiarize yourself with a toolkit created by Native youth to combat human trafficking within their communities. Once complete, a post-test quiz is required. Beginning skill levels. 45 minutes: Course materials 15 minutes: Course navigation and post course quiz |
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1.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Gina Tremonti Gembel
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As a result of this course, you will be able to: 1. Describe the impact of human trafficking in Indigenous communities 2. Identify reasons why trafficking is prevalent in Indigenous communities 3. Identify the signs of human trafficking |
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9504 | ONLINE | Online Kinship Caregiver: Big Behavior and Trauma: Similarities, Differences and Strategies for Parenting
Course Start Date: Friday, December 1, 2017 | ||||||||||
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Registration Starts: Friday, December 1, 2017 | ||||||||||
Registration Ends: Thursday, December 31, 2020 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
Description: | ||||||||||
This online training is for relatives raising relative children. In the State of Michigan, over 28% of children under the age of 17 have experienced two or more adverse childhood experiences, well above the national average. Adverse childhood experiences include verbal, psychological, physical, or sexual abuse (witness or victim), among other somewhat complex traumatic events (ACES Study, 2011). These traumatic experiences can greatly affect how children view and cope with life. Complexly traumatized children often behave in ways that seem random, unpredictable, withdrawn and extreme, struggling with impulse control and being able to think through consequences (NCTSN, 2017). Research and practice are now opening our eyes to the significant relationship between behavior and Trauma exposure. In this workshop, you will learn about common similarities and differences between typical developmental behaviors and Trauma behavior, as well as, the interrelatedness of each. You will receive strategies for parenting children who are exhibiting big behavior due to trauma exposure. In addition, you will receive tips and resources for further education and tools available to families. |
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0.0 | ||||||||||
CE Faculty: | ||||||||||
Kelley Blanck
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As a result of this course, you will be able to: 1. Define the different types of trauma. 2. List the similarities and differences between typical developmental behavior and trauma symptoms. 3. Describe strategies for parenting children with big behavior. 4. Identify tips and resources for children with trauma exposure. |
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Registration for this course is Closed.
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9502 | ONLINE | Online Kinship Caregiver: Caring for the Caregiver: Coping with Stress for Your Health and Well-Being.
Course Start Date: Friday, December 1, 2017 | ||||||||||
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Registration Starts: Friday, December 1, 2017 | ||||||||||
Registration Ends: Thursday, December 31, 2020 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
Description: | ||||||||||
Caregiving can be one of the most rewarding jobs, but also one of the most stressful. It is not unusual for caregivers to neglect their own health and well-being. And yet, maintaining physical and emotional health is key to being able to continue providing care to others. This hour-long webinar will provide information on basic warning signs and preventative techniques to help you deal with common health issues such as high blood pressure, diabetes, and arthritis as well as resources where you can learn more. | ||||||||||
Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
Amanda Toler Woodward
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As a result of this course, you will be able to: 1. Identify basic warning signs of high blood pressure, diabetes, and arthritis. 2. Identify actions you can take to prevent or control these major health issues. |
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Registration for this course is Closed.
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9503 | ONLINE | Online Kinship Caregiver: Effectively Addressing Symptoms of Learning, Attention and Behavior Disorders in Youth within Kinship Settings
Course Start Date: Friday, December 1, 2017 | ||||||||||
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Registration Starts: Friday, December 1, 2017 | ||||||||||
Registration Ends: Thursday, December 31, 2020 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
Description: | ||||||||||
This online training is for relatives raising relative children. Kinship families experience unique challenges with youth who often exhibit symptoms associated with disabilities in learning, attention and behavior. This workshop describes how mental health agencies and school settings identify and intervene with these concerns, and how caregivers may effectively collaborate in these processes. How traumatic histories relate to some symptoms will be considered. Positive behavior support strategies to address symptoms of these disorders and resources beneficial to further learning about these issues will be highlighted. |
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Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
John Sougstad
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As a result of this course, you will be able to: 1. Identify the unique setting characteristics of children’s special needs within the context of kinship placements. 2. Develop an appreciation for nature and nurture impacts upon development. 3. Understand how learning, attention and behavior disorders are identified and treated within clinic and school settings 4. Understand problems with learning, attention and behavior within the context of prior traumatic histories 5. Learn how to collaborate effectively to address problems with learning, attention and behavior across home, school and community settings using positive behavior support strategies 6. Become aware of pertinent resources helpful to address concerns |
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Registration for this course is Closed.
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9501 | ONLINE | Online Kinship Caregiver: Kinship Caregiver: I Don’t Have Time for That!: Self-Care and Stress Reduction Techniques for Busy Caregivers
Course Start Date: Friday, December 1, 2017 | ||||||||||
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Registration Starts: Friday, December 1, 2017 | ||||||||||
Registration Ends: Thursday, December 31, 2020 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
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This online training is for relatives raising relative children. This online training will present self-care and stress reduction tools and techniques for caregivers to improve their holistic well being. Self-care is a mindful and intentional practice which includes boundary setting, gratitude for the self, and self-awareness. Exploration of self-needs, self-assessment, and the use of mindfulness will be presented in this webinar. Resources will be focused for busy caregivers on the go. |
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Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
Stephanie McCann
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Objectives: | ||||||||||
As a result of this course, you will be able to: 1. Identify areas of attention for self-care through self-assessment tools. 2. Learn mindfulness techniques for the purpose of self-care as a caregiver. |
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Registration for this course is Closed.
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9505 | ONLINE | Online Kinship Caregiver: Michigan Children’s Health Access Program (MI-CHAP) Concepts, Statewide Implementation and Practical Connections
Course Start Date: Friday, December 1, 2017 | ||||||||||
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Registration Starts: Friday, December 1, 2017 | ||||||||||
Registration Ends: Thursday, December 31, 2020 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
Description: | ||||||||||
The Michigan Children’s Health Access Program (MI-CHAP) is designed to improve the health outcomes of Michigan’s children on Medicaid by connecting families to resources and services to help them access primary care. Staffed with community health workers, social workers, and other staff, CHAP teams assist parents with support to get to doctor’s appointments, education around when to go to a primary care provider, and other services/resources needed to effectively work with their primary care physicians. MI-CHAP also provides services through 2-1-1, called Virtual CHAP, to help make connections to community supports. We encourage you to come and learn more about how MI-CHAP can help Michigan families. | ||||||||||
Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
Laura Kilfoyle
Beth St. John
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Objectives: | ||||||||||
As a result of this course, you will be able to: 1. Understand the components of MI-CHAP and how it can help children in kinship care. 2. Understand how to access MI-CHAP services. |
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Registration for this course is Closed.
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9500 | ONLINE | Online Kinship Caregiver: When the problem is Asthma- What Does that Mean?
Course Start Date: Wednesday, November 1, 2017 | ||||||||||
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Registration Starts: Wednesday, November 1, 2017 | ||||||||||
Registration Ends: Thursday, December 31, 2020 | ||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||
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This online training is for relatives raising relative children. This is a course for parents/grandparents who are caring for a child diagnosed with asthma. |
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Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
Marci Mechtel
Donna Moyer
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As a result of this course, you will be able to: 1. State the 3 mechanisms present in asthma. 2. Discuss the medications used in asthma care both short and long acting, inhaled corticosteroids, and oral. 3. Discuss the importance of the asthma action plan 4. Understand the relationship of triggers to the development of an asthma exacerbation. 5. Uses the resources to help with home management. |
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Registration for this course is Closed.
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301-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE Communication Skills in Supervision
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
Registration Ends: Thursday, December 15, 2022 | ||||||||||||||||||||||
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Online d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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As a supervisor, you can learn to use retention-focused communication skills to support staff in being the “expert” on their practice. This course will offer you a strengths-based approach that focuses on respecting the abilities of your staff and avoids dwelling on what they have done wrong. Learn about techniques that focus on asking about successes and giving positive feedback for accomplishments and find out how to help staff communicate their needs and assumptions. The benefit of looking beyond behavior to what underlies staff’s responses will be discussed, and confrontational skills that help staff grow and develop will be explored. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Describe how thoughts, feelings, assumptions, and behaviors impact communication. 2. Increase effectiveness of listening and observation skills, asking questions constructive feedback, and constructive confrontation. 3. Recognize the role that giving encouragement and using empathy play in retaining staff. |
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303-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE Recruiting and Selecting the Right Staff
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Online D2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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Having the right people in the right positions is a critical success factor for child and family agencies where the future lives of children and families are at stake. Having the capacity and the skill to hire good people effectively and efficiently must be a leadership priority. In this self-study course you will learn about five elements of recruiting and selecting the right staff. You will also have an opportunity to explore a six-step process for recruiting staff with an eye to retention. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Identify the role that recruitment and staff selection play in retention. 2. Recognize a framework to develop your agency's staff recruitment program. 3. Label a six step process for recruiting and selecting the right staff. |
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302-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE The First Six Months
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Online D2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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This online course will help you understand and effectively deal with a staff person’s first six months on the job. As research indicates, the first six months for a new employee is the most vital as it applies to staff turnover. By focusing on the first six months, you will have an opportunity to sharpen and practice your retention skills through the use of a structured format designed to orient and develop skills in new staff. Lessons learned from this program can also help you to focus your supervision and agency practices on valuing and retaining experienced staff. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Understand the phases a child and family services staff member goes through during the first six months of employment. 2. Explain the levels of confidence a worker will go through in the first six months. 3. Develop supervisory competencies to aid in retaining staff. |
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300-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE The Practice of Retention-focused Supervision
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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This online course is designed to help you become more intentional in your supervision and to make best use of supervisory time with your staff. It will introduce supervisory competencies known to motivate and encourage increasing confidence and staff commitment to a career in child and family services. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will be close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. List three challenges facing leaders in retaining staff. 2. Understand the principles of motivation and how to apply them to supervision with child and family services staff. 3. Describe the impact of stress and burnout on staff retention. |
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305-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE The Role of Leaders in Staff Retention
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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As a leader in a child and family service agency, it is crucial to recruit, select, and retain the right staff to do the job. Attaining positive outcomes for children and families is a main priority for service leaders. It is very difficult to succeed in this area without a qualified and committed workforce. This course has been developed for child and family service leaders and anyone who aspires to have a leadership role in a child and family service agency. Topics such as leadership models for staff retention; leaders and relationships; developing a leadership team; staff development; mission and direction; salaries, benefits, and non-monetary rewards; accountability and outcomes; as well as developing a culture for staff retention will be covered. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Explain two strategies to align organizational mission, vision and beliefs. 2. Describe how a leader can develop a culture aimed at staff retention. 3. Identify the types of policies and procedures that will drive staff retention now and in the future. 4. State three strategies designed to value staff as the most important asset in an organization. |
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304-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE Working with Differences
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Online, d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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This online course will help you focus on working with issues of staff diversity in child and family agencies. As child and family service agencies move toward developing staff that are responsive to the diverse needs of their clientele, as a supervisor you will need to be able to maximize staff capabilities with an eye toward retaining trained and experienced staff. Diversity in child and family services means meeting the needs of families and children being served as well as the diverse staff working with them. Working with difference means that you will need to be self-aware, flexible, and have a desire to broaden your repertoire of responses to ever-changing situations and people coming from a wide variety of cultural contexts. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Describe the two categories of motivation according to Herzberg’s Motivational Theory. 2. Name the five functions of retention-focused supervision. 3. Assess your supervisory competencies in the five functions of retention focused supervision. |
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474-22.3 | ONLINE | School Social Work Assessment: Integrating Psychological & Educational Testing
Course Start Date: Monday, August 29, 2022 | ||||||||||
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Registration Starts: Monday, August 29, 2022 | ||||||||||
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Asynchronous, interactive, online course D2l.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This 7-week course delves into the integral place of assessment within the roles and functions of school social work services. Theoretical and practical knowledge about how psychological & educational testing and measurement procedures are included in problem-solving processes within schools, and are embedded within the broader context of psycho-social assessment that leads to evidence-based interventions is examined. Please note that text books for this course will cost approximately $85. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. Recommended for LMSW beginning and intermediate skill levels. No in-completes will be offered. |
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36.0 | ||||||||||
CE Faculty: | ||||||||||
Mark Nester
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As a result of this course, you will be able to: • Demonstrate how to use standardized assessment protocols • Conduct comprehensive assessment and evaluation for students, families, and schools to identify student strengths and resiliency factors in order to diminish educational and developmental risks • Conduct assessment of the impacts of trauma • Recognize normative developmental expectations for infant, child, adolescent, and young adult functional skills, emotional, behavioral, social, cultural, communicative, cognitive, learning, and physical development • Distinguish similarities and differences between clinically based definitions of psychiatric disorders and eligibility for educational support and services as indicated under the Americans with Disability Act (ADA), Individuals with Disabilities Education Act (IDEA), and Michigan Administrative Rules for Special Education (MARSE) • Evaluate the effectiveness of programs and services provided as indicated on IEP/IFSP • Practice effective communication of the assessment and evaluation results for students with disabilities that include recommendation and goals • Communicate educational language in understandable terms to students and families • Communicate educational jargon in understandable terms to parents, other school staff, and agencies, both written and oral. |
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491-22 | ONLINE | School Social Work Competency Series: Refresher Course
Course Start Date: Saturday, January 1, 2022 | ||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||
Registration Ends: Thursday, December 15, 2022 | ||||||||||
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Online asynchronous D2L course, non-interactive. | ||||||||||
Description: | ||||||||||
This non-interactive, asynchronous online course provides a review and update of school law issues, home-school-community assessment and intervention strategies, school social work practice skills as well as differential diagnosis and treatment of a variety of child and family-based special needs. Topics range from Positive Behavior Support (PBS) and Functional Behavioral Assessment and Behavior Intervention Plan (FBA/BIP), Crisis/Trauma Response Assessment and Interventions, Differential Diagnosis and Educational Treatment of Students with Autism Spectrum Disorders, and Updating Legal and Policy issues. You will be provided access to a secure course website that includes access to lecture materials, videos, and articles to enhance your learning. Successful acquisition of course materials will be demonstrated via online quizzes. CURRENTLY, NO CECH'S ARE BEING OFFERED FOR THIS COURSE. We have updated the content and the course is currently being piloted to ensure it meets the requirements of ASWB. If you are interested in being a pilot tester (CECHs may be awarded AFTER the pilot process is complete depending on results) stop and email swkce@msu.edu with “Refresher Course Pilot Tester” in the subject. Completing this class will not lead to University credits, and no official grade is recorded by the MSU Registrar’s Office on a transcript. TO ACCESS THE COURSE: Sign in to https://d2l.msu.edu If you have questions or concerns contact us at swkce@msu.edu or call 517-353-3060. For technology assistance contact: MSU Distance Learning Services: Local: (517) 355-2345 Toll Free: (800) 500-1554 (North America and Hawaii) Recommended for LMSW intermediate and advanced skill levels. Course will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
NA / TBA | ||||||||||
Objectives: | ||||||||||
As a result of this course, you will be able to: 1. Identify key aspects of educational laws and policies useful in advocating for oppressed students who are abused/ neglected, bullied, disabled, homeless, or sexually harassed. 2. Describe ongoing revisions to special education law (IDEA) and illustrate implications for school social work practice. 3. Perform the necessary steps to complete a mandated functional assessment of student behavior, and link these findings with a behavior intervention plan for a student exhibiting significant social, emotional and behavioral problems. 4. Articulate how to apply discipline and behavior management strategies to school-wide settings in order to avert potentially inappropriate, biased and discriminatory practices. 5. Apply research-based issues necessary for the assessment and potential special education diagnosis of students with Autism Spectrum Disorder and/or emotional impairment. 6. Review and evaluate the evidence-base of various educational intervention strategies for students with Autism Spectrum Disorders and/or emotional impairment and draw implications for school social work practice. |
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475-22.2 | ONLINE | School Social Work Intervention: Children with Special Needs
Course Start Date: Monday, July 4, 2022 | ||||||||||
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Registration Dates: | ||||||||||
Registration Starts: Monday, July 4, 2022 | ||||||||||
Registration Ends: Monday, July 4, 2022 | ||||||||||
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Asynchronous, interactive, online course. D2L.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This interactive, online, 7-week course delves into the integral place of assessment within the roles and functions of school social work services. Theoretical and practical knowledge about how psychological & educational testing and measurement procedures are included in problem-solving processes within schools, and are embedded within the broader context of psycho-social assessment that leads to evidence-based interventions is examined. Please note that text books for this course will cost approximately $200. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. No incompletes will be offered. Recommended for LMSW beginning and intermediate skill levels. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Kimberly Battjes
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Conduct functional assessment of behavior • Use crisis prevention, planning, and intervention practices • Advance trauma informed practices • Promote positive behavior support for prevention and intervention • Develop behavior intervention plans • Pursue interventions that promote social justice and access to education • Apply proven tools and methodologies to provide mental health supports and interventions • Use data to guide service delivery to students with disabilities • Evaluate their own practice regularly to improve and expand services • Deliver service to students/families with multicultural awareness and competence • Advocate that services are provided with multicultural awareness and competence within the school setting |
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Registration for this course is Closed.
this course has reached or exceeded its capacity. |
475-22.3 | ONLINE | School Social Work Intervention: Children with Special Needs
Course Start Date: Monday, September 12, 2022 | ||||||||||
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Registration Dates: | ||||||||||
Registration Starts: Monday, September 12, 2022 | ||||||||||
Registration Ends: Monday, September 12, 2022 | ||||||||||
Location: | ||||||||||
Asynchronous, interactive, online course. D2L.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This interactive, online, 7-week course delves into the integral place of assessment within the roles and functions of school social work services. Theoretical and practical knowledge about how psychological & educational testing and measurement procedures are included in problem-solving processes within schools, and are embedded within the broader context of psycho-social assessment that leads to evidence-based interventions is examined. Please note that text books for this course will cost approximately $200. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. No incompletes will be offered. Recommended for LMSW beginning and intermediate skill levels. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Kimberly Battjes
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Conduct functional assessment of behavior • Use crisis prevention, planning, and intervention practices • Advance trauma informed practices • Promote positive behavior support for prevention and intervention • Develop behavior intervention plans • Pursue interventions that promote social justice and access to education • Apply proven tools and methodologies to provide mental health supports and interventions • Use data to guide service delivery to students with disabilities • Evaluate their own practice regularly to improve and expand services • Deliver service to students/families with multicultural awareness and competence • Advocate that services are provided with multicultural awareness and competence within the school setting |
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473-22.3 | ONLINE | Social Work in Educational Settings
Course Start Date: Monday, August 22, 2022 | ||||||||||
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Registration Dates: | ||||||||||
Registration Starts: Monday, August 22, 2022 | ||||||||||
Registration Ends: Monday, August 22, 2022 | ||||||||||
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Asynchronous, interactive, online d2l.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This interactive, online, 7-week course considers social work practice in the host setting of schools. It examines the challenges and opportunities of social work practice in educational settings by addressing the roles and functions of social workers within a complex ecological system of home/school/community. Topics are addressed from a multi-system, multi-modal approach to practice. Implications for social work practice involving prevention and intervention with a variety of client systems are examined. Please note that text books for this course will cost approximately $100. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. No in-completes will be offered. Recommended for LMSW beginning and intermediate skill levels. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Stephene Diepstra
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Identify the theoretical foundations of the school social work profession and service delivery • Follow NASW Code of Ethics and NASW School Social Worker Standards • Recognize a broad range of experiences, personal characteristics, and background variables that influence student learning and development • Discover the roles of other professionals to promote successful interdisciplinary collaboration within local contexts • Participate in multidisciplinary teams, reviews of existing evaluation data, and IEP/IFSP team meetings • Facilitate and coordinate student access to community resources • Learn and apply evidence-informed practices continuously for interdisciplinary leadership and collaboration • Fulfill legal responsibilities and critical roles within the educational mission of the school or district • Identify methods to analyze and influence school agencies at local, state, and federal levels to maximize student success • Describe relevant local, state, and federal legislation, statutes, and policies that may impact students, families, school social workers, and other school personnel including requirements in the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE) |
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350-22 | ONLINE | The Reign of Pain (Part 1): Emerging Concepts in the Role of the Brain in the Construction of Pain
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Dates: | ||||||||||||||||||||||
Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
Registration Ends: Thursday, December 15, 2022 | ||||||||||||||||||||||
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Online d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Not all injuries cause pain, and not all pain is due to injuries. An explosion of brain research demonstrates that all pain is constructed by the brain as a danger/alarm function. It is imperative to distinguish pain caused by structural disorders from pain caused by neural pathways in the brain. Appropriate treatment of pain is guided by this distinction with the goal of resolution of pain for individuals with neural pathway-induced pain. Recommended for LMSW beginning and intermediate skill level. Clinical and Macro Practice *Meets Pain Management criteria This course is available 24 hours a day and will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||||||||||||||
1.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Howard Schubiner
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Describe the role of the brain in producing pain. 2. Describe which pain disorders are likely to be caused by neural pathways. 3. Describe how to differentiate structural from non-structural pain. |
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351-22 | ONLINE | The Reign of Pain (Part 2): Interventions to Reverse Non-structural Chronic Pain
Course Start Date: Saturday, January 1, 2022 | ||||||||||||||||||||||
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Registration Starts: Saturday, January 1, 2022 | ||||||||||||||||||||||
Registration Ends: Thursday, December 15, 2022 | ||||||||||||||||||||||
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Online d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Appropriate interventions for chronic pain vary depending on the source of the pain. Reversal of neural pathway-induced pain is possible, and specific interventions targeted for this condition will be described. These include education about the nature of pain, exercises to retrain pain pathways, and emotional processing techniques. Recommended for LMSW beginning and intermediate skill level. Clinical and Macro Practice *Meets Pain Management criteria This course is available 24 hours a day and will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||||||||||||||
1.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Howard Schubiner
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Describe appropriate goals for structural and non-structural pain. 2. Educate individuals about the nature of non-structural pain. 3. Provide cognitive, behavioral and emotional processing interventions for individuals with neural pathway induced pain. |
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Topics of Interest
Advocacy
515-22 | Essential Skills Series: Self-Compassion an Essential Skill for Personal and Professional Success
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 25, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
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Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Based on the research of Dr. Kristin Neff and Dr. Brené Brown, this course will provide an overview of the research on self-compassion, define what self-compassion is and challenge the myths about self-compassion that lead people to be overly harsh and critical with themselves. The connection between self-criticism and shame-based perfectionism will be discussed as an unseen barrier to high performance. Finally, the instructor will illustrate how increased self-compassion can improve your work performance while enhancing and protecting your health and well-being. | ||||||||||||||||||||||
Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will be able to: 1. Identify the 3 elements of mindful self-compassion as articulated by Dr. Kristin Neff. 2. Define the elements of healthy inner supervision and compassionate accountability. 3. Recognize and interrupt toxic internal messaging as a means of reducing strain and shame in the day-to-day experience of their lives. |
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514-22 | Essential Skills Series: Recognizing Burnout and Mapping Our Stress Response
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Wednesday, May 18, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
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Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
We continue to be impacted by a global pandemic, political divisiveness, a growing number of climate emergencies, systemic racism and other forms of oppression, while also navigating our day-to-day work and professional lives. Many of us are experiencing intermittent burnout and the effects of chronic stress. This session is designed to help participants recognize when they are experiencing burnout and become more skilled at metabolizing their stress through the use of practical grounding skills to help reduce the strain on their body, mind, and spirit. *Meets Pain criteria |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will: 1. Increase capacity to recognize burnout in self and others. 2. Identify effective ways to complete their stress cycles and part of their stress mitigation protocol. 3. Determine how to “map their stress response” in hopes of responding to their stressors with the lowest, effective stress response possible. |
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221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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219-22 | Using an Equity Framework in Child Welfare
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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217-22 | Surviving The Moments: Suicide Awareness and Prevention
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 17, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
In this webinar, the instructor will support attendees' increased understanding and awareness of the origin and impact of suicidology in contemporary America. Attendees will also learn and apply an empirical-based suicide risk assessment scale to support diagnosis and best-practices for person-centered interventions for individuals and families impacted by the reality of suicide. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Increase cognitive, affective, and behavioral boundary setting and coping skills to reduce negative impact of secondary trauma of suicide. 2. Identify 3 types of suicidal tendencies to support assessment of risk level and best practices for person-centered interventions. 3. Recognize warning signs for individuals that are high risk for suicidal behaviors. |
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216-22 | Social Worker Support Circle
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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220-22 | Accessing Special Education Supports for Children in Foster Care
Course Date(s): | |||||||||||||||||||||||||||||||
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Monday, June 6, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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This webinar will explore the unique circumstances children in foster care face in the educational system. Identifying the prevalence of children in foster care and social education and will explore the process, ramifications, and prevalence of children in foster care who qualify for special education. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Kimberly Battjes
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the process of seeking special education supports. 2. Describe the limitations of special education supports. 3. Identify alternative supports available to struggling children in the education system. |
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215-22 | Safety Planning for Domestic Abuse Cases: Exploration of Tools and the Role of Ethics
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Friday, June 3, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore safety planning for clients and for social workers in domestic abuse cases. Safety planning guidelines and tools will be explored and provided by the instructor. In addition, participants will look at how the NASW Code of Ethics guides social workers around safety panning. Beginner or Introductory skill levels. *Meets Ethics criteria |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Ellen Craine
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the importance of safety planning. 2. Demonstrate how to make a safety plan for themselves or with clients. 3. Apply the NASW Code of Ethics as a guide in this practice area. |
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210-22 | Advancing Understanding of Black Americans from Contemporary Urban Communities
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Wednesday, June 1, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Advancing Understanding of Black Americans from Contemporary Urban Communities is a cultural competency training that is designed to support the cultural humility of professionals who work with individuals and families from the community. This training is intended to help attendees increase mindful awareness, psychoeducational understanding, and interpersonal effectiveness in communicating and building professional relationships with Black Americans from contemporary urban communities. Intermediate skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Discover the four dominant subcultures within the Black American culture and community. Participants will be able to identify and distinguish the different narratives, strengths, and challenges of each. 2. Apply best practices to demonstrate effective interpersonal communication and relational health strategies to produce positive working relationships with Black Americans from Contemporary Urban Communities. 3. Identify and develop solutions that address the root causes of health inequity problems which continue to act as a barrier for Black Americans from Contemporary Urban Communities. |
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212-22 | Ethics in Child Treatment
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Thursday, June 9, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Working with children brings with it a number of ethical considerations. In this webinar, you will learn about the importance of a clear ethical framework when working with children, a very vulnerable population. The vulnerability of children demands that providers think ethically and critically about their work with children and families. We will discuss the role of our personal values and personal expectations about child behavior and how those might influence treatment. Case examples will be studied to enhance the ethical issues discussed. We will also touch on different ethical decision-making models. *Meets Ethics criteria Intermediate skill level. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the rationale for thinking ethically and critically about treating children. 2. Illustrate the role of aspirational ethics related to difference. 3. Distinguish personal values and expectations about children and how that impacts treatment and personal ethics. 4. Give examples of three to five potential ethical considerations when working with children. |
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Child Welfare In-Service Trainings
223-22 | Becoming and Being Competent in Providing Trauma-Specific Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 30, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
The NASW Code of Ethics addresses competence as a general standard for practice throughout the code of ethics. Increasingly, social workers are encountering individuals and families who live with active traumatic stressors, irrespective of their professional training. At the same time, the term “trauma” is used ubiquitously to refer to a wide range of stress responses. In this presentation, we examine a developmental model of competency to aid practitioners in understanding the difference between generalist practice social work, trauma-informed practice, and trauma-specific treatment. This developmental model will aid practitioners in developing a plan of action that is designed to support professional growth towards being a competent provider of trauma-specific treatment, as guided by the Code of Ethics. Beginning skill levels. *Meets Ethics criteria *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Understand how competence is defined in the NASW Code of Ethics. 2. Differentiate between generalist social work, trauma-informed practice and trauma-specific treatment. 3. Identify key knowledge competencies for providing trauma-specific treatment. 4. Identify key indicators of practitioner competence to provide trauma-specific treatment. |
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227-22 | Relationships & Boundaries: Increasing Foster, Adoptive, and Kin Parent Health (Caregiver Training)
Course Date(s): | ||||||||||||||||||||||||||||||||||
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Tuesday, June 28, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
Location: | ||||||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
Description: | ||||||||||||||||||||||||||||||||||
Foster, adoptive, and kinship parents have important work to do as they care for children who have experienced trauma. Keeping themselves healthy and energized involves knowing how to manage the people and relationships in their lives. Explore the science behind the way your relationships either improve or damage your physical and mental health. Learn about the traits of both healthy and toxic relationships while reflecting on primary and secondary relationships in your life. Get ready for refreshment, empowerment, and change! Beginner to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Jennifer Patrick
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Objectives: | ||||||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Gain an understanding of the biology of relationships and how it impacts long-term physical and mental health. 2. Identify core traits of healthy and toxic relationships. 3. Identify tools/methods for setting boundaries. |
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228-22 | Supporting Young Children’s (aged 0-5) Healthy Psychological Development by Gaining a Deeper Understanding of the Impacts of Trauma, Attachment, and Culture (Caregiver Training)
Course Date(s): | ||||||||||||||||||||||||||||||||||
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Tuesday, July 12, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
Location: | ||||||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
Description: | ||||||||||||||||||||||||||||||||||
This webinar will focus on exploring how trauma, attachment and culture all impact development of young children (aged 0-5). It will provide education about trauma and young children and ways parents can respond to help heal and respond to their children. It will provide some scientific information related to how trauma impacts the brain and body and practical strategies to help reduce stress and behaviors related to a trauma. Additionally, this webinar will provide education on attachment and how to help parents connect and build strong relationships with their children and potentially help them heal previous broken attachments. Throughout this presentation culture and race will be addressed, and participants will be encouraged to consider their own cultures, traditions and race as well as their child’s and how to hold all in mind and respond in empathic ways. This webinar will be interactive and encourage participants to consider their own experiences and take practical strategies and think about how to apply them in their own home. Beginner to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Hillary Lesniak
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Objectives: | ||||||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify how trauma impacts young children and 3-5 strategies to respond in healthy ways. 2. Support health attachment and bonding with their child. 3. Explore culture and race and how they impact their relationship with their child. |
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229-22 | Fostering Financial Literacy (Caregiver Training)
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Tuesday, September 13, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
Location: | ||||||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
Description: | ||||||||||||||||||||||||||||||||||
This webinar will address a heavily overlooked aspect of fostering/guardianship which is teaching financial literacy to foster youth. The speaker, a former foster youth and transracial adoptee, will teach from his lived experience on what he wished his foster parents/guardians would have prepared him to know about finances. You will learn how to create fun and interactive ways to educate the youth in your care about finances while having the opportunity to ask questions to a former foster youth who was in the Michigan child welfare system. Beginning to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Karlos Dillard
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Objectives: | ||||||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Create ideas and concrete tools to implement that guardians can teach their foster youth. 2. Teach foster youth how to build their own safety nets. 3. Guide guardians on how to encourage monetizing interest in hobbies and nontraditional career paths. |
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224-22 | Building Internal Resources for Youth Aging out of Foster Care to Promote Post traumatic Growth
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 23, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar focuses on pragmatic strategies to aid professionals that are working with adolescents and young adults aging out of foster care. Research-supported mindfulness-centered and body sensory practices to promote self-inquiry will be presented and demonstrated. You will learn to differentiate cognitive and somatic interventions for helping young people to both cope with and transform difficult emotions stemming from traumatic stress. An introduction to practical knowledge and skills to aid young people with stress recognition, emotional processing and post-traumatic growth will be covered. Beginning skill levels. *Trauma certificate elective |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
Antwinae McNeil
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define key concepts related to post-traumatic growth and body-based interventions. 2. Identify key symptoms of stress and the signs of well-being in the young adult body. 3. Identify strategies to add body-based knowledge and skills to one’s professional toolkit. |
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Comments: | |||||||||||||||||||||||||||||||
221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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219-22 | Using an Equity Framework in Child Welfare
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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218-22 | Trauma Rectification & Crisis Management in Health and Human Services
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 24, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Trauma Rectification & Crisis Management webinar will focus on providing insight into the origin and impact of trauma across the lifespan of human development. Attendees will also learn assessments and interventions to support reduction of duration and intensity of crisis states. Beginner or Introductory skill levels. *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the impact of childhood trauma on human lifespan development. 2. Identify 3 indicators contributing to origin and onset of self-defeating or danger-inducing trauma responses. 3. Discover cognitive and affective interventions to reduce and eliminate self-defeating and danger-inducing responses to distress. |
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217-22 | Surviving The Moments: Suicide Awareness and Prevention
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 17, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
In this webinar, the instructor will support attendees' increased understanding and awareness of the origin and impact of suicidology in contemporary America. Attendees will also learn and apply an empirical-based suicide risk assessment scale to support diagnosis and best-practices for person-centered interventions for individuals and families impacted by the reality of suicide. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Increase cognitive, affective, and behavioral boundary setting and coping skills to reduce negative impact of secondary trauma of suicide. 2. Identify 3 types of suicidal tendencies to support assessment of risk level and best practices for person-centered interventions. 3. Recognize warning signs for individuals that are high risk for suicidal behaviors. |
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216-22 | Social Worker Support Circle
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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220-22 | Accessing Special Education Supports for Children in Foster Care
Course Date(s): | |||||||||||||||||||||||||||||||
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Monday, June 6, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore the unique circumstances children in foster care face in the educational system. Identifying the prevalence of children in foster care and social education and will explore the process, ramifications, and prevalence of children in foster care who qualify for special education. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Kimberly Battjes
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the process of seeking special education supports. 2. Describe the limitations of special education supports. 3. Identify alternative supports available to struggling children in the education system. |
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215-22 | Safety Planning for Domestic Abuse Cases: Exploration of Tools and the Role of Ethics
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Friday, June 3, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore safety planning for clients and for social workers in domestic abuse cases. Safety planning guidelines and tools will be explored and provided by the instructor. In addition, participants will look at how the NASW Code of Ethics guides social workers around safety panning. Beginner or Introductory skill levels. *Meets Ethics criteria |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Ellen Craine
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the importance of safety planning. 2. Demonstrate how to make a safety plan for themselves or with clients. 3. Apply the NASW Code of Ethics as a guide in this practice area. |
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226-22 | Changing Expectations: Managing Grief & Loss (Caregiver Training)
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Tuesday, June 7, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
Description: | ||||||||||||||||||||||||||||||||||
Foster, adoptive, and kinship parents enter a child’s/youth’s life already touched by loss, and can expect to experience grief and loss throughout the process. Whether it is loss of hopes and expectations, change of goals, or grief from the actions of unhealthy children/youth in care, grief and loss is part of the life of a FAK parents. Learning how to redefine grief and loss, your expectations of your own healing process will help you reframe your new reality and move forward. Beginner to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Jennifer Patrick
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Objectives: | ||||||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Review common myths about grief and loss as it relates to the foster, adoptive, and kin parent’s journey. 2. Identify what grief/bereavement is and what is not (five stages or lifetime management). 3. Gain tools for healing and proceeding with your reality. |
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Comments: | ||||||||||||||||||||||||||||||||||
Children & Families
515-22 | Essential Skills Series: Self-Compassion an Essential Skill for Personal and Professional Success
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 25, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Based on the research of Dr. Kristin Neff and Dr. Brené Brown, this course will provide an overview of the research on self-compassion, define what self-compassion is and challenge the myths about self-compassion that lead people to be overly harsh and critical with themselves. The connection between self-criticism and shame-based perfectionism will be discussed as an unseen barrier to high performance. Finally, the instructor will illustrate how increased self-compassion can improve your work performance while enhancing and protecting your health and well-being. | ||||||||||||||||||||||
Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will be able to: 1. Identify the 3 elements of mindful self-compassion as articulated by Dr. Kristin Neff. 2. Define the elements of healthy inner supervision and compassionate accountability. 3. Recognize and interrupt toxic internal messaging as a means of reducing strain and shame in the day-to-day experience of their lives. |
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514-22 | Essential Skills Series: Recognizing Burnout and Mapping Our Stress Response
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 18, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
We continue to be impacted by a global pandemic, political divisiveness, a growing number of climate emergencies, systemic racism and other forms of oppression, while also navigating our day-to-day work and professional lives. Many of us are experiencing intermittent burnout and the effects of chronic stress. This session is designed to help participants recognize when they are experiencing burnout and become more skilled at metabolizing their stress through the use of practical grounding skills to help reduce the strain on their body, mind, and spirit. *Meets Pain criteria |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will: 1. Increase capacity to recognize burnout in self and others. 2. Identify effective ways to complete their stress cycles and part of their stress mitigation protocol. 3. Determine how to “map their stress response” in hopes of responding to their stressors with the lowest, effective stress response possible. |
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503-22 | Eating Disorders and Trauma: Bridging the Gap
Course Date(s): | ||||||||||||||||||||||
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Thursday, March 17, 2022 at 9:00AM-1:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, October 28, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Despite the fact that trauma and disordered eating are common experiences in the lives of our clients, as practitioners we are often left without the tools to address these issues separately, let alone together. In this course we will explore the intersection between trauma and disordered eating by digging into treatment practices for clients with co-occurring disorders, exploring the role of white supremacy in our narratives around trauma and diet culture and discussing resources to continue to build an integrated approach. Intermediate skill levels. *Trauma Certificate elective course |
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Available SW CECHs: | ||||||||||||||||||||||
4.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Amanda Taylor
Caroline Silva
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Identify contributing factors to disordered eating, including the role of trauma. 2. Explore best practices in treatment for trauma and eating disorders. 3. Explain the role of oppression in relation to the cause of sexual trauma and the development of diet culture. 4. Obtain resources for promoting body acceptance and exploring individuals’ relationships with food and their bodies. |
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Registration for this course is Closed.
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509-22 | Understanding Trauma
Course Date(s): | ||||||||||||||||||||||
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Thursday, June 16, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 1, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Social workers and other helping professionals inevitably encounter individuals who have experienced trauma. A foundational understanding of the nature of trauma and its impact provides the groundwork for developing the ability to effectively serve people who have experienced trauma. In this workshop, you will explore the general nature and impact of trauma across the lifespan. You will learn the elements of trauma-informed care at the individual, family, organizational, and community levels. *Level 1 Trauma Certificate Core Course Beginning to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Jessica Martin
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define traumatic stress and trauma. 2. Explore reactions to traumatic experiences. 3. Identify the impact of trauma across the lifespan. 4. Identify cultural considerations that impact understanding of trauma. 5. Describe the elements of trauma informed intervention at the individual, family, organizational and community level. |
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223-22 | Becoming and Being Competent in Providing Trauma-Specific Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 30, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
The NASW Code of Ethics addresses competence as a general standard for practice throughout the code of ethics. Increasingly, social workers are encountering individuals and families who live with active traumatic stressors, irrespective of their professional training. At the same time, the term “trauma” is used ubiquitously to refer to a wide range of stress responses. In this presentation, we examine a developmental model of competency to aid practitioners in understanding the difference between generalist practice social work, trauma-informed practice, and trauma-specific treatment. This developmental model will aid practitioners in developing a plan of action that is designed to support professional growth towards being a competent provider of trauma-specific treatment, as guided by the Code of Ethics. Beginning skill levels. *Meets Ethics criteria *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Understand how competence is defined in the NASW Code of Ethics. 2. Differentiate between generalist social work, trauma-informed practice and trauma-specific treatment. 3. Identify key knowledge competencies for providing trauma-specific treatment. 4. Identify key indicators of practitioner competence to provide trauma-specific treatment. |
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224-22 | Building Internal Resources for Youth Aging out of Foster Care to Promote Post traumatic Growth
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 23, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar focuses on pragmatic strategies to aid professionals that are working with adolescents and young adults aging out of foster care. Research-supported mindfulness-centered and body sensory practices to promote self-inquiry will be presented and demonstrated. You will learn to differentiate cognitive and somatic interventions for helping young people to both cope with and transform difficult emotions stemming from traumatic stress. An introduction to practical knowledge and skills to aid young people with stress recognition, emotional processing and post-traumatic growth will be covered. Beginning skill levels. *Trauma certificate elective |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
Antwinae McNeil
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define key concepts related to post-traumatic growth and body-based interventions. 2. Identify key symptoms of stress and the signs of well-being in the young adult body. 3. Identify strategies to add body-based knowledge and skills to one’s professional toolkit. |
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Comments: | |||||||||||||||||||||||||||||||
221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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219-22 | Using an Equity Framework in Child Welfare
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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218-22 | Trauma Rectification & Crisis Management in Health and Human Services
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 24, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Trauma Rectification & Crisis Management webinar will focus on providing insight into the origin and impact of trauma across the lifespan of human development. Attendees will also learn assessments and interventions to support reduction of duration and intensity of crisis states. Beginner or Introductory skill levels. *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the impact of childhood trauma on human lifespan development. 2. Identify 3 indicators contributing to origin and onset of self-defeating or danger-inducing trauma responses. 3. Discover cognitive and affective interventions to reduce and eliminate self-defeating and danger-inducing responses to distress. |
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217-22 | Surviving The Moments: Suicide Awareness and Prevention
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 17, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
In this webinar, the instructor will support attendees' increased understanding and awareness of the origin and impact of suicidology in contemporary America. Attendees will also learn and apply an empirical-based suicide risk assessment scale to support diagnosis and best-practices for person-centered interventions for individuals and families impacted by the reality of suicide. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Increase cognitive, affective, and behavioral boundary setting and coping skills to reduce negative impact of secondary trauma of suicide. 2. Identify 3 types of suicidal tendencies to support assessment of risk level and best practices for person-centered interventions. 3. Recognize warning signs for individuals that are high risk for suicidal behaviors. |
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216-22 | Social Worker Support Circle
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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220-22 | Accessing Special Education Supports for Children in Foster Care
Course Date(s): | |||||||||||||||||||||||||||||||
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Monday, June 6, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore the unique circumstances children in foster care face in the educational system. Identifying the prevalence of children in foster care and social education and will explore the process, ramifications, and prevalence of children in foster care who qualify for special education. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Kimberly Battjes
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As a result of this workshop, participants will be prepared to: 1. Identify the process of seeking special education supports. 2. Describe the limitations of special education supports. 3. Identify alternative supports available to struggling children in the education system. |
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215-22 | Safety Planning for Domestic Abuse Cases: Exploration of Tools and the Role of Ethics
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 3, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore safety planning for clients and for social workers in domestic abuse cases. Safety planning guidelines and tools will be explored and provided by the instructor. In addition, participants will look at how the NASW Code of Ethics guides social workers around safety panning. Beginner or Introductory skill levels. *Meets Ethics criteria |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Ellen Craine
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the importance of safety planning. 2. Demonstrate how to make a safety plan for themselves or with clients. 3. Apply the NASW Code of Ethics as a guide in this practice area. |
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211-22 | The Interaction of ABCs (Attachment, Brain, And Child Development) and ACEs in the Treatment of Trauma
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 2, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This course will begin with descriptive definitions of the ABCs (Attachment, Brain, And Child Development) and the ACEs (Adverse Childhood Experiences). We will then discuss the protective and risk factors on both sides of the paradigm. It is critical for clinicians to have a working understanding of the ABCs to address the concomitant issues triggered by ACEs. This rich, fundamental knowledge guides the clinician to appropriate treatment that take into consideration all levels of human functioning. For example, a client stuck in the non-verbal trauma of childhood abuse, needs to have that developmental stage highlighted and addressed. Case examples will be used to highlight the information presented. *Trauma certificate elective course Intermediate skill levels |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe in detail the contributions attachment, brain development, and child development make to the treatment process of trauma related to adverse childhood experiences. 2. Explain how ABCs protective factors can be utilized to ameliorate the negative symptoms of high numbers of ACEs. 3. Identify and develop solutions that address the root causes of physical and mental health inequity problems that exacerbate the issues behind ACEs. |
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210-22 | Advancing Understanding of Black Americans from Contemporary Urban Communities
Course Date(s): | |||||||||||||||||||||||||||||||
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Wednesday, June 1, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Advancing Understanding of Black Americans from Contemporary Urban Communities is a cultural competency training that is designed to support the cultural humility of professionals who work with individuals and families from the community. This training is intended to help attendees increase mindful awareness, psychoeducational understanding, and interpersonal effectiveness in communicating and building professional relationships with Black Americans from contemporary urban communities. Intermediate skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Discover the four dominant subcultures within the Black American culture and community. Participants will be able to identify and distinguish the different narratives, strengths, and challenges of each. 2. Apply best practices to demonstrate effective interpersonal communication and relational health strategies to produce positive working relationships with Black Americans from Contemporary Urban Communities. 3. Identify and develop solutions that address the root causes of health inequity problems which continue to act as a barrier for Black Americans from Contemporary Urban Communities. |
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102-22 | Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp)
Course Date(s): | ||||||||||||||||||||||
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Tuesday, May 24, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Sunday, February 6, 2022 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Trauma is a public health issue that requires clinical attention and research to prevent wide array of poor outcomes. Trauma symptoms are common in psychosis and contribute to poorer course of illness and increased disability. Therefore, individuals with psychosis (or at risk for psychosis) should receive appropriate assessment and treatment of their symptoms. This session will explore assessing and treating individuals with established psychosis using exposure-based treatments and the preliminary evidence that suggests such treatments can be used in early psychosis or individuals at risk. Building on foundation of Trauma-Focused CBT (TF-CBT), this session will present evidence and use case examples to explore the use of Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Tara Niendam
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Identify trauma as a risk factor for psychosis 2. Discover evidence-based assessments for trauma symptoms that can be used in psychosis 3. Discover evidence-based treatment of trauma in psychosis 4. Describe Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) |
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212-22 | Ethics in Child Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 9, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Working with children brings with it a number of ethical considerations. In this webinar, you will learn about the importance of a clear ethical framework when working with children, a very vulnerable population. The vulnerability of children demands that providers think ethically and critically about their work with children and families. We will discuss the role of our personal values and personal expectations about child behavior and how those might influence treatment. Case examples will be studied to enhance the ethical issues discussed. We will also touch on different ethical decision-making models. *Meets Ethics criteria Intermediate skill level. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the rationale for thinking ethically and critically about treating children. 2. Illustrate the role of aspirational ethics related to difference. 3. Distinguish personal values and expectations about children and how that impacts treatment and personal ethics. 4. Give examples of three to five potential ethical considerations when working with children. |
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507-22 | Trauma-Focused Cognitive Behavioral Therapy
Course Date(s): | ||||||||||||||||||||||
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Wednesday, August 10, 2022 at 1:00PM-5:00PM | ||||||||||||||||||||||
Friday, August 12, 2022 at 8:30AM-12:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Tuesday, March 1, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Trauma Focused Cognitive Behavioral Therapy (TF-CBT) is a components-based psychosocial treatment model that incorporates elements of cognitive-behavioral, attachment, humanistic, empowerment, and family therapy models. TF-CBT is an evidence-based therapy model that supports healing for children and adolescents, with a focus on youth and their families. *Please note the following Pre-Requisite: Participants must prepare to submit proof of completion for the introductory, $30 10-hour online course located at this link: https://tfcbt2.musc.edu/ (10 CECH’s). Course Dates (must attend all three dates for credit): August 10, 2022 1:00PM-5:00PM August 11, 2022 8:30AM-12:30PM August 12, 2022 8:30AM-12:30PM Intermediate and Advanced skill levels. *Trauma certificate elective course |
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Available SW CECHs: | ||||||||||||||||||||||
12.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Connie Black-Pond
Kristine Buffington
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Explain the importance of providing trauma-informed treatment. 2. Use two assessments that assist in creating a pathway for trauma-informed care. 3. Describe the nature of the empirical evidence that supports trauma-focused CBT. 4. Identify strategies to support and measure TF-CBT model fidelity. 5. Identify each of the components of TFCBT, the rationale for each component, and at least three strategies or tools to practice each treatment component. 6. Begin to identify ways to adapt TFCBT for special populations. |
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518-22 | Cognitive Processing Therapy for PTSD
Course Date(s): | ||||||||||||||||||||||
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Wednesday, September 14, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Thursday, September 15, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, March 10, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
The purpose of this workshop is to provide participants with knowledge and skills to implement Cognitive Processing Therapy (CPT); an evidence-based cognitive behavioral therapy for posttraumatic stress disorder (PTSD). CPT has been endorsed by the Institute of Medicine as a first line treatment for PTSD, and related disorders, with individuals who have experienced all types of trauma including sexual assault, accidents, natural disasters and combat. You will learn about the symptoms and theory underlying CPT. You will also gain knowledge and skills required to implement CPT with special populations. This workshop will include a didactic presentation, role-plays and videos to ensure the participants understand the theory, research and session by session information needed to conduct CPT. *Trauma certificate elective |
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Available SW CECHs: | ||||||||||||||||||||||
12.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Kathleen Chard
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Describe PTSD symptoms and theory underlying CPT; 2. List pre-treatment issues and recommended assessment measures; 3. Demonstrate knowledge and skills required to implement CPT, an evidence-based psychotherapy for PTSD; 4. Describe the different formats of CPT and when they would be appropriate; 5. Demonstrate knowledge and skills required to implement CPT with special populations 6. Identify when to flex the protocol to manage various client issues. |
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519-22 | Cognitive Processing Therapy for PTSD in Groups
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Friday, September 16, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, March 10, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
The purpose of this workshop is to provide participants with knowledge and skills to implement cognitive processing therapy (CPT), an evidence-based cognitive behavioral therapy for post traumatic stress disorder (PTSD) in a group setting. CPT has been shown to be an effective treatment for PTSD related to a variety of traumas, and the group modality often allows clients to feel a sense of normalizing while they examine the impact the trauma had on their life. In this workshop, you will learn to identify and implement CPT in group settings. Please note: The Pre-Requisite for this training is attendance to and completion of the 2-Day CPT Training. *Clinical Practice *Trauma Certificate Elective Course *Recommended for LMSW beginning and intermediate skill levels |
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Available SW CECHs: | ||||||||||||||||||||||
6.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Kathleen Chard
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Demonstrate knowledge and skills required to implement CPT an evidence-based psychotherapy for PTSD in a group format. 2. Describe the different formats of group CPT and when they would be appropriate. 3. Identify ways to screen participants for a CPT group. 4. Implement CPT in group with clients who have different trauma histories. 5. Identify strategies for managing disruptive behaviors in a CPT group while maintaining fidelity. 6. Describe how and when to use modified CPT worksheets in group, including those with cognitive deficits. |
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Clinical Programs
999-21 | Outstanding Payments
Course Date(s): | ||||||||||
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Wednesday, December 15, 2021 at 8:00 AM | ||||||||||
Registration Dates: | ||||||||||
Registration Starts: Sunday, March 21, 2021 | ||||||||||
Location: | ||||||||||
East Lansing, MI | ||||||||||
Description: | ||||||||||
This faux-course has been created as a way to accept outstanding payments while MSU CE Staff are working remotely and unable to recieve payments by mail or over the phone. | ||||||||||
Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
NA / TBA | ||||||||||
Objectives: | ||||||||||
N/A | ||||||||||
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Registration for this course is Closed.
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515-22 | Essential Skills Series: Self-Compassion an Essential Skill for Personal and Professional Success
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 25, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Based on the research of Dr. Kristin Neff and Dr. Brené Brown, this course will provide an overview of the research on self-compassion, define what self-compassion is and challenge the myths about self-compassion that lead people to be overly harsh and critical with themselves. The connection between self-criticism and shame-based perfectionism will be discussed as an unseen barrier to high performance. Finally, the instructor will illustrate how increased self-compassion can improve your work performance while enhancing and protecting your health and well-being. | ||||||||||||||||||||||
Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will be able to: 1. Identify the 3 elements of mindful self-compassion as articulated by Dr. Kristin Neff. 2. Define the elements of healthy inner supervision and compassionate accountability. 3. Recognize and interrupt toxic internal messaging as a means of reducing strain and shame in the day-to-day experience of their lives. |
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514-22 | Essential Skills Series: Recognizing Burnout and Mapping Our Stress Response
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Wednesday, May 18, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
We continue to be impacted by a global pandemic, political divisiveness, a growing number of climate emergencies, systemic racism and other forms of oppression, while also navigating our day-to-day work and professional lives. Many of us are experiencing intermittent burnout and the effects of chronic stress. This session is designed to help participants recognize when they are experiencing burnout and become more skilled at metabolizing their stress through the use of practical grounding skills to help reduce the strain on their body, mind, and spirit. *Meets Pain criteria |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will: 1. Increase capacity to recognize burnout in self and others. 2. Identify effective ways to complete their stress cycles and part of their stress mitigation protocol. 3. Determine how to “map their stress response” in hopes of responding to their stressors with the lowest, effective stress response possible. |
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503-22 | Eating Disorders and Trauma: Bridging the Gap
Course Date(s): | ||||||||||||||||||||||
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Thursday, March 17, 2022 at 9:00AM-1:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, October 28, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Despite the fact that trauma and disordered eating are common experiences in the lives of our clients, as practitioners we are often left without the tools to address these issues separately, let alone together. In this course we will explore the intersection between trauma and disordered eating by digging into treatment practices for clients with co-occurring disorders, exploring the role of white supremacy in our narratives around trauma and diet culture and discussing resources to continue to build an integrated approach. Intermediate skill levels. *Trauma Certificate elective course |
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Available SW CECHs: | ||||||||||||||||||||||
4.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Amanda Taylor
Caroline Silva
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Identify contributing factors to disordered eating, including the role of trauma. 2. Explore best practices in treatment for trauma and eating disorders. 3. Explain the role of oppression in relation to the cause of sexual trauma and the development of diet culture. 4. Obtain resources for promoting body acceptance and exploring individuals’ relationships with food and their bodies. |
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Comments: | ||||||||||||||||||||||
Registration for this course is Closed.
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320-22 | ONLINE | Human Trafficking in Indigenous Communities
Course Date(s): | ||||||||||||||||||||||
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
In this online, self-paced course, participants will explore the impact of human trafficking in Indigenous communities and the epidemic of missing and murdered Indigenous women, girls, and two-spirit people. Course materials include articles and videos that highlight first-hand narratives of human trafficking survivors. At your pace, you will read two articles, watch one video, and familiarize yourself with a toolkit created by Native youth to combat human trafficking within their communities. Once complete, a post-test quiz is required. Beginning skill levels. 45 minutes: Course materials 15 minutes: Course navigation and post course quiz |
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Available SW CECHs: | ||||||||||||||||||||||
1.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Describe the impact of human trafficking in Indigenous communities 2. Identify reasons why trafficking is prevalent in Indigenous communities 3. Identify the signs of human trafficking |
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509-22 | Understanding Trauma
Course Date(s): | ||||||||||||||||||||||
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Thursday, June 16, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 1, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Social workers and other helping professionals inevitably encounter individuals who have experienced trauma. A foundational understanding of the nature of trauma and its impact provides the groundwork for developing the ability to effectively serve people who have experienced trauma. In this workshop, you will explore the general nature and impact of trauma across the lifespan. You will learn the elements of trauma-informed care at the individual, family, organizational, and community levels. *Level 1 Trauma Certificate Core Course Beginning to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Jessica Martin
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define traumatic stress and trauma. 2. Explore reactions to traumatic experiences. 3. Identify the impact of trauma across the lifespan. 4. Identify cultural considerations that impact understanding of trauma. 5. Describe the elements of trauma informed intervention at the individual, family, organizational and community level. |
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223-22 | Becoming and Being Competent in Providing Trauma-Specific Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 30, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
The NASW Code of Ethics addresses competence as a general standard for practice throughout the code of ethics. Increasingly, social workers are encountering individuals and families who live with active traumatic stressors, irrespective of their professional training. At the same time, the term “trauma” is used ubiquitously to refer to a wide range of stress responses. In this presentation, we examine a developmental model of competency to aid practitioners in understanding the difference between generalist practice social work, trauma-informed practice, and trauma-specific treatment. This developmental model will aid practitioners in developing a plan of action that is designed to support professional growth towards being a competent provider of trauma-specific treatment, as guided by the Code of Ethics. Beginning skill levels. *Meets Ethics criteria *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Understand how competence is defined in the NASW Code of Ethics. 2. Differentiate between generalist social work, trauma-informed practice and trauma-specific treatment. 3. Identify key knowledge competencies for providing trauma-specific treatment. 4. Identify key indicators of practitioner competence to provide trauma-specific treatment. |
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224-22 | Building Internal Resources for Youth Aging out of Foster Care to Promote Post traumatic Growth
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Friday, September 23, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar focuses on pragmatic strategies to aid professionals that are working with adolescents and young adults aging out of foster care. Research-supported mindfulness-centered and body sensory practices to promote self-inquiry will be presented and demonstrated. You will learn to differentiate cognitive and somatic interventions for helping young people to both cope with and transform difficult emotions stemming from traumatic stress. An introduction to practical knowledge and skills to aid young people with stress recognition, emotional processing and post-traumatic growth will be covered. Beginning skill levels. *Trauma certificate elective |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
Antwinae McNeil
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define key concepts related to post-traumatic growth and body-based interventions. 2. Identify key symptoms of stress and the signs of well-being in the young adult body. 3. Identify strategies to add body-based knowledge and skills to one’s professional toolkit. |
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221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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219-22 | Using an Equity Framework in Child Welfare
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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218-22 | Trauma Rectification & Crisis Management in Health and Human Services
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 24, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Trauma Rectification & Crisis Management webinar will focus on providing insight into the origin and impact of trauma across the lifespan of human development. Attendees will also learn assessments and interventions to support reduction of duration and intensity of crisis states. Beginner or Introductory skill levels. *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the impact of childhood trauma on human lifespan development. 2. Identify 3 indicators contributing to origin and onset of self-defeating or danger-inducing trauma responses. 3. Discover cognitive and affective interventions to reduce and eliminate self-defeating and danger-inducing responses to distress. |
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217-22 | Surviving The Moments: Suicide Awareness and Prevention
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 17, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
In this webinar, the instructor will support attendees' increased understanding and awareness of the origin and impact of suicidology in contemporary America. Attendees will also learn and apply an empirical-based suicide risk assessment scale to support diagnosis and best-practices for person-centered interventions for individuals and families impacted by the reality of suicide. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Increase cognitive, affective, and behavioral boundary setting and coping skills to reduce negative impact of secondary trauma of suicide. 2. Identify 3 types of suicidal tendencies to support assessment of risk level and best practices for person-centered interventions. 3. Recognize warning signs for individuals that are high risk for suicidal behaviors. |
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216-22 | Social Worker Support Circle
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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220-22 | Accessing Special Education Supports for Children in Foster Care
Course Date(s): | |||||||||||||||||||||||||||||||
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Monday, June 6, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore the unique circumstances children in foster care face in the educational system. Identifying the prevalence of children in foster care and social education and will explore the process, ramifications, and prevalence of children in foster care who qualify for special education. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Kimberly Battjes
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the process of seeking special education supports. 2. Describe the limitations of special education supports. 3. Identify alternative supports available to struggling children in the education system. |
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215-22 | Safety Planning for Domestic Abuse Cases: Exploration of Tools and the Role of Ethics
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Friday, June 3, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore safety planning for clients and for social workers in domestic abuse cases. Safety planning guidelines and tools will be explored and provided by the instructor. In addition, participants will look at how the NASW Code of Ethics guides social workers around safety panning. Beginner or Introductory skill levels. *Meets Ethics criteria |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Ellen Craine
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the importance of safety planning. 2. Demonstrate how to make a safety plan for themselves or with clients. 3. Apply the NASW Code of Ethics as a guide in this practice area. |
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211-22 | The Interaction of ABCs (Attachment, Brain, And Child Development) and ACEs in the Treatment of Trauma
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 2, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This course will begin with descriptive definitions of the ABCs (Attachment, Brain, And Child Development) and the ACEs (Adverse Childhood Experiences). We will then discuss the protective and risk factors on both sides of the paradigm. It is critical for clinicians to have a working understanding of the ABCs to address the concomitant issues triggered by ACEs. This rich, fundamental knowledge guides the clinician to appropriate treatment that take into consideration all levels of human functioning. For example, a client stuck in the non-verbal trauma of childhood abuse, needs to have that developmental stage highlighted and addressed. Case examples will be used to highlight the information presented. *Trauma certificate elective course Intermediate skill levels |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe in detail the contributions attachment, brain development, and child development make to the treatment process of trauma related to adverse childhood experiences. 2. Explain how ABCs protective factors can be utilized to ameliorate the negative symptoms of high numbers of ACEs. 3. Identify and develop solutions that address the root causes of physical and mental health inequity problems that exacerbate the issues behind ACEs. |
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210-22 | Advancing Understanding of Black Americans from Contemporary Urban Communities
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Wednesday, June 1, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Advancing Understanding of Black Americans from Contemporary Urban Communities is a cultural competency training that is designed to support the cultural humility of professionals who work with individuals and families from the community. This training is intended to help attendees increase mindful awareness, psychoeducational understanding, and interpersonal effectiveness in communicating and building professional relationships with Black Americans from contemporary urban communities. Intermediate skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Discover the four dominant subcultures within the Black American culture and community. Participants will be able to identify and distinguish the different narratives, strengths, and challenges of each. 2. Apply best practices to demonstrate effective interpersonal communication and relational health strategies to produce positive working relationships with Black Americans from Contemporary Urban Communities. 3. Identify and develop solutions that address the root causes of health inequity problems which continue to act as a barrier for Black Americans from Contemporary Urban Communities. |
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102-22 | Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp)
Course Date(s): | ||||||||||||||||||||||
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Tuesday, May 24, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Sunday, February 6, 2022 | ||||||||||||||||||||||
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Description: | ||||||||||||||||||||||
Trauma is a public health issue that requires clinical attention and research to prevent wide array of poor outcomes. Trauma symptoms are common in psychosis and contribute to poorer course of illness and increased disability. Therefore, individuals with psychosis (or at risk for psychosis) should receive appropriate assessment and treatment of their symptoms. This session will explore assessing and treating individuals with established psychosis using exposure-based treatments and the preliminary evidence that suggests such treatments can be used in early psychosis or individuals at risk. Building on foundation of Trauma-Focused CBT (TF-CBT), this session will present evidence and use case examples to explore the use of Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Tara Niendam
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As a result of this course, you will be able to: 1. Identify trauma as a risk factor for psychosis 2. Discover evidence-based assessments for trauma symptoms that can be used in psychosis 3. Discover evidence-based treatment of trauma in psychosis 4. Describe Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) |
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212-22 | Ethics in Child Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 9, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Working with children brings with it a number of ethical considerations. In this webinar, you will learn about the importance of a clear ethical framework when working with children, a very vulnerable population. The vulnerability of children demands that providers think ethically and critically about their work with children and families. We will discuss the role of our personal values and personal expectations about child behavior and how those might influence treatment. Case examples will be studied to enhance the ethical issues discussed. We will also touch on different ethical decision-making models. *Meets Ethics criteria Intermediate skill level. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the rationale for thinking ethically and critically about treating children. 2. Illustrate the role of aspirational ethics related to difference. 3. Distinguish personal values and expectations about children and how that impacts treatment and personal ethics. 4. Give examples of three to five potential ethical considerations when working with children. |
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507-22 | Trauma-Focused Cognitive Behavioral Therapy
Course Date(s): | ||||||||||||||||||||||
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Wednesday, August 10, 2022 at 1:00PM-5:00PM | ||||||||||||||||||||||
Friday, August 12, 2022 at 8:30AM-12:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Tuesday, March 1, 2022 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
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Trauma Focused Cognitive Behavioral Therapy (TF-CBT) is a components-based psychosocial treatment model that incorporates elements of cognitive-behavioral, attachment, humanistic, empowerment, and family therapy models. TF-CBT is an evidence-based therapy model that supports healing for children and adolescents, with a focus on youth and their families. *Please note the following Pre-Requisite: Participants must prepare to submit proof of completion for the introductory, $30 10-hour online course located at this link: https://tfcbt2.musc.edu/ (10 CECH’s). Course Dates (must attend all three dates for credit): August 10, 2022 1:00PM-5:00PM August 11, 2022 8:30AM-12:30PM August 12, 2022 8:30AM-12:30PM Intermediate and Advanced skill levels. *Trauma certificate elective course |
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12.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Connie Black-Pond
Kristine Buffington
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As a result of this course, you will be able to: 1. Explain the importance of providing trauma-informed treatment. 2. Use two assessments that assist in creating a pathway for trauma-informed care. 3. Describe the nature of the empirical evidence that supports trauma-focused CBT. 4. Identify strategies to support and measure TF-CBT model fidelity. 5. Identify each of the components of TFCBT, the rationale for each component, and at least three strategies or tools to practice each treatment component. 6. Begin to identify ways to adapt TFCBT for special populations. |
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518-22 | Cognitive Processing Therapy for PTSD
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Wednesday, September 14, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Thursday, September 15, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
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The purpose of this workshop is to provide participants with knowledge and skills to implement Cognitive Processing Therapy (CPT); an evidence-based cognitive behavioral therapy for posttraumatic stress disorder (PTSD). CPT has been endorsed by the Institute of Medicine as a first line treatment for PTSD, and related disorders, with individuals who have experienced all types of trauma including sexual assault, accidents, natural disasters and combat. You will learn about the symptoms and theory underlying CPT. You will also gain knowledge and skills required to implement CPT with special populations. This workshop will include a didactic presentation, role-plays and videos to ensure the participants understand the theory, research and session by session information needed to conduct CPT. *Trauma certificate elective |
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Available SW CECHs: | ||||||||||||||||||||||
12.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Kathleen Chard
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As a result of this course, you will be able to: 1. Describe PTSD symptoms and theory underlying CPT; 2. List pre-treatment issues and recommended assessment measures; 3. Demonstrate knowledge and skills required to implement CPT, an evidence-based psychotherapy for PTSD; 4. Describe the different formats of CPT and when they would be appropriate; 5. Demonstrate knowledge and skills required to implement CPT with special populations 6. Identify when to flex the protocol to manage various client issues. |
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519-22 | Cognitive Processing Therapy for PTSD in Groups
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Friday, September 16, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
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Registration Starts: Thursday, March 10, 2022 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
The purpose of this workshop is to provide participants with knowledge and skills to implement cognitive processing therapy (CPT), an evidence-based cognitive behavioral therapy for post traumatic stress disorder (PTSD) in a group setting. CPT has been shown to be an effective treatment for PTSD related to a variety of traumas, and the group modality often allows clients to feel a sense of normalizing while they examine the impact the trauma had on their life. In this workshop, you will learn to identify and implement CPT in group settings. Please note: The Pre-Requisite for this training is attendance to and completion of the 2-Day CPT Training. *Clinical Practice *Trauma Certificate Elective Course *Recommended for LMSW beginning and intermediate skill levels |
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Available SW CECHs: | ||||||||||||||||||||||
6.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Kathleen Chard
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As a result of this course, you will be able to: 1. Demonstrate knowledge and skills required to implement CPT an evidence-based psychotherapy for PTSD in a group format. 2. Describe the different formats of group CPT and when they would be appropriate. 3. Identify ways to screen participants for a CPT group. 4. Implement CPT in group with clients who have different trauma histories. 5. Identify strategies for managing disruptive behaviors in a CPT group while maintaining fidelity. 6. Describe how and when to use modified CPT worksheets in group, including those with cognitive deficits. |
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Chance at Childhood
221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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School Social Work Competency Series
473-22.3 | ONLINE | Social Work in Educational Settings
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Asynchronous, interactive, online d2l.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This interactive, online, 7-week course considers social work practice in the host setting of schools. It examines the challenges and opportunities of social work practice in educational settings by addressing the roles and functions of social workers within a complex ecological system of home/school/community. Topics are addressed from a multi-system, multi-modal approach to practice. Implications for social work practice involving prevention and intervention with a variety of client systems are examined. Please note that text books for this course will cost approximately $100. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. No in-completes will be offered. Recommended for LMSW beginning and intermediate skill levels. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Stephene Diepstra
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Identify the theoretical foundations of the school social work profession and service delivery • Follow NASW Code of Ethics and NASW School Social Worker Standards • Recognize a broad range of experiences, personal characteristics, and background variables that influence student learning and development • Discover the roles of other professionals to promote successful interdisciplinary collaboration within local contexts • Participate in multidisciplinary teams, reviews of existing evaluation data, and IEP/IFSP team meetings • Facilitate and coordinate student access to community resources • Learn and apply evidence-informed practices continuously for interdisciplinary leadership and collaboration • Fulfill legal responsibilities and critical roles within the educational mission of the school or district • Identify methods to analyze and influence school agencies at local, state, and federal levels to maximize student success • Describe relevant local, state, and federal legislation, statutes, and policies that may impact students, families, school social workers, and other school personnel including requirements in the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE) |
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475-22.3 | ONLINE | School Social Work Intervention: Children with Special Needs
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at | ||||||||||
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Asynchronous, interactive, online course. D2L.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This interactive, online, 7-week course delves into the integral place of assessment within the roles and functions of school social work services. Theoretical and practical knowledge about how psychological & educational testing and measurement procedures are included in problem-solving processes within schools, and are embedded within the broader context of psycho-social assessment that leads to evidence-based interventions is examined. Please note that text books for this course will cost approximately $200. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. No incompletes will be offered. Recommended for LMSW beginning and intermediate skill levels. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Kimberly Battjes
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Conduct functional assessment of behavior • Use crisis prevention, planning, and intervention practices • Advance trauma informed practices • Promote positive behavior support for prevention and intervention • Develop behavior intervention plans • Pursue interventions that promote social justice and access to education • Apply proven tools and methodologies to provide mental health supports and interventions • Use data to guide service delivery to students with disabilities • Evaluate their own practice regularly to improve and expand services • Deliver service to students/families with multicultural awareness and competence • Advocate that services are provided with multicultural awareness and competence within the school setting |
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491-22 | ONLINE | School Social Work Competency Series: Refresher Course
Course Date(s): | ||||||||||
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Online asynchronous D2L course, non-interactive. | ||||||||||
Description: | ||||||||||
This non-interactive, asynchronous online course provides a review and update of school law issues, home-school-community assessment and intervention strategies, school social work practice skills as well as differential diagnosis and treatment of a variety of child and family-based special needs. Topics range from Positive Behavior Support (PBS) and Functional Behavioral Assessment and Behavior Intervention Plan (FBA/BIP), Crisis/Trauma Response Assessment and Interventions, Differential Diagnosis and Educational Treatment of Students with Autism Spectrum Disorders, and Updating Legal and Policy issues. You will be provided access to a secure course website that includes access to lecture materials, videos, and articles to enhance your learning. Successful acquisition of course materials will be demonstrated via online quizzes. CURRENTLY, NO CECH'S ARE BEING OFFERED FOR THIS COURSE. We have updated the content and the course is currently being piloted to ensure it meets the requirements of ASWB. If you are interested in being a pilot tester (CECHs may be awarded AFTER the pilot process is complete depending on results) stop and email swkce@msu.edu with “Refresher Course Pilot Tester” in the subject. Completing this class will not lead to University credits, and no official grade is recorded by the MSU Registrar’s Office on a transcript. TO ACCESS THE COURSE: Sign in to https://d2l.msu.edu If you have questions or concerns contact us at swkce@msu.edu or call 517-353-3060. For technology assistance contact: MSU Distance Learning Services: Local: (517) 355-2345 Toll Free: (800) 500-1554 (North America and Hawaii) Recommended for LMSW intermediate and advanced skill levels. Course will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||
0.0 | ||||||||||
CE Faculty: | ||||||||||
NA / TBA | ||||||||||
Objectives: | ||||||||||
As a result of this course, you will be able to: 1. Identify key aspects of educational laws and policies useful in advocating for oppressed students who are abused/ neglected, bullied, disabled, homeless, or sexually harassed. 2. Describe ongoing revisions to special education law (IDEA) and illustrate implications for school social work practice. 3. Perform the necessary steps to complete a mandated functional assessment of student behavior, and link these findings with a behavior intervention plan for a student exhibiting significant social, emotional and behavioral problems. 4. Articulate how to apply discipline and behavior management strategies to school-wide settings in order to avert potentially inappropriate, biased and discriminatory practices. 5. Apply research-based issues necessary for the assessment and potential special education diagnosis of students with Autism Spectrum Disorder and/or emotional impairment. 6. Review and evaluate the evidence-base of various educational intervention strategies for students with Autism Spectrum Disorders and/or emotional impairment and draw implications for school social work practice. |
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474-22.3 | ONLINE | School Social Work Assessment: Integrating Psychological & Educational Testing
Course Date(s): | ||||||||||
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Asynchronous, interactive, online course D2l.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This 7-week course delves into the integral place of assessment within the roles and functions of school social work services. Theoretical and practical knowledge about how psychological & educational testing and measurement procedures are included in problem-solving processes within schools, and are embedded within the broader context of psycho-social assessment that leads to evidence-based interventions is examined. Please note that text books for this course will cost approximately $85. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. Recommended for LMSW beginning and intermediate skill levels. No in-completes will be offered. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Mark Nester
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Demonstrate how to use standardized assessment protocols • Conduct comprehensive assessment and evaluation for students, families, and schools to identify student strengths and resiliency factors in order to diminish educational and developmental risks • Conduct assessment of the impacts of trauma • Recognize normative developmental expectations for infant, child, adolescent, and young adult functional skills, emotional, behavioral, social, cultural, communicative, cognitive, learning, and physical development • Distinguish similarities and differences between clinically based definitions of psychiatric disorders and eligibility for educational support and services as indicated under the Americans with Disability Act (ADA), Individuals with Disabilities Education Act (IDEA), and Michigan Administrative Rules for Special Education (MARSE) • Evaluate the effectiveness of programs and services provided as indicated on IEP/IFSP • Practice effective communication of the assessment and evaluation results for students with disabilities that include recommendation and goals • Communicate educational language in understandable terms to students and families • Communicate educational jargon in understandable terms to parents, other school staff, and agencies, both written and oral. |
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475-22.2 | ONLINE | School Social Work Intervention: Children with Special Needs
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Open Seats / Class Size: | ||||||||||
0 / 32 (FULL) | ||||||||||
This course is full and cannot accept any more registrants.
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Asynchronous, interactive, online course. D2L.msu.edu | ||||||||||
Description: | ||||||||||
This course is designed for professionals who have already obtained their MSW degree. This interactive, online, 7-week course delves into the integral place of assessment within the roles and functions of school social work services. Theoretical and practical knowledge about how psychological & educational testing and measurement procedures are included in problem-solving processes within schools, and are embedded within the broader context of psycho-social assessment that leads to evidence-based interventions is examined. Please note that text books for this course will cost approximately $200. Prior to taking this course, please review the technology requirements at http://help.d2l.msu.edu/. Refunds will be given less a 5% administrative fee one week before the course start date. Students who drop the course up to one week into the course will be given a refund less a 50% administrative fee. After the first week no refunds will be issued. No incompletes will be offered. Recommended for LMSW beginning and intermediate skill levels. |
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Available SW CECHs: | ||||||||||
36.0 | ||||||||||
CE Faculty: | ||||||||||
Kimberly Battjes
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Objectives: | ||||||||||
As a result of this course, you will be able to: • Conduct functional assessment of behavior • Use crisis prevention, planning, and intervention practices • Advance trauma informed practices • Promote positive behavior support for prevention and intervention • Develop behavior intervention plans • Pursue interventions that promote social justice and access to education • Apply proven tools and methodologies to provide mental health supports and interventions • Use data to guide service delivery to students with disabilities • Evaluate their own practice regularly to improve and expand services • Deliver service to students/families with multicultural awareness and competence • Advocate that services are provided with multicultural awareness and competence within the school setting |
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Registration for this course is Closed.
this course has reached or exceeded its capacity. |
Supervision in Child and Family Services Certificate
300-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE The Practice of Retention-focused Supervision
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
This online course is designed to help you become more intentional in your supervision and to make best use of supervisory time with your staff. It will introduce supervisory competencies known to motivate and encourage increasing confidence and staff commitment to a career in child and family services. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will be close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. List three challenges facing leaders in retaining staff. 2. Understand the principles of motivation and how to apply them to supervision with child and family services staff. 3. Describe the impact of stress and burnout on staff retention. |
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301-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE Communication Skills in Supervision
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Online d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
As a supervisor, you can learn to use retention-focused communication skills to support staff in being the “expert” on their practice. This course will offer you a strengths-based approach that focuses on respecting the abilities of your staff and avoids dwelling on what they have done wrong. Learn about techniques that focus on asking about successes and giving positive feedback for accomplishments and find out how to help staff communicate their needs and assumptions. The benefit of looking beyond behavior to what underlies staff’s responses will be discussed, and confrontational skills that help staff grow and develop will be explored. This course is available 24 hours a day and will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Describe how thoughts, feelings, assumptions, and behaviors impact communication. 2. Increase effectiveness of listening and observation skills, asking questions constructive feedback, and constructive confrontation. 3. Recognize the role that giving encouragement and using empathy play in retaining staff. |
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302-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE The First Six Months
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Online D2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
This online course will help you understand and effectively deal with a staff person’s first six months on the job. As research indicates, the first six months for a new employee is the most vital as it applies to staff turnover. By focusing on the first six months, you will have an opportunity to sharpen and practice your retention skills through the use of a structured format designed to orient and develop skills in new staff. Lessons learned from this program can also help you to focus your supervision and agency practices on valuing and retaining experienced staff. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Understand the phases a child and family services staff member goes through during the first six months of employment. 2. Explain the levels of confidence a worker will go through in the first six months. 3. Develop supervisory competencies to aid in retaining staff. |
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303-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE Recruiting and Selecting the Right Staff
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Online D2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Having the right people in the right positions is a critical success factor for child and family agencies where the future lives of children and families are at stake. Having the capacity and the skill to hire good people effectively and efficiently must be a leadership priority. In this self-study course you will learn about five elements of recruiting and selecting the right staff. You will also have an opportunity to explore a six-step process for recruiting staff with an eye to retention. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Identify the role that recruitment and staff selection play in retention. 2. Recognize a framework to develop your agency's staff recruitment program. 3. Label a six step process for recruiting and selecting the right staff. |
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304-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE Working with Differences
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Online, d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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This online course will help you focus on working with issues of staff diversity in child and family agencies. As child and family service agencies move toward developing staff that are responsive to the diverse needs of their clientele, as a supervisor you will need to be able to maximize staff capabilities with an eye toward retaining trained and experienced staff. Diversity in child and family services means meeting the needs of families and children being served as well as the diverse staff working with them. Working with difference means that you will need to be self-aware, flexible, and have a desire to broaden your repertoire of responses to ever-changing situations and people coming from a wide variety of cultural contexts. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Describe the two categories of motivation according to Herzberg’s Motivational Theory. 2. Name the five functions of retention-focused supervision. 3. Assess your supervisory competencies in the five functions of retention focused supervision. |
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305-22 | ONLINE | ONLINE: SUPERVISION CERTIFICATE The Role of Leaders in Staff Retention
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Online - www.d2l.msu.edu Asynchronous, non-interactive, online, self-paced | ||||||||||||||||||||||
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As a leader in a child and family service agency, it is crucial to recruit, select, and retain the right staff to do the job. Attaining positive outcomes for children and families is a main priority for service leaders. It is very difficult to succeed in this area without a qualified and committed workforce. This course has been developed for child and family service leaders and anyone who aspires to have a leadership role in a child and family service agency. Topics such as leadership models for staff retention; leaders and relationships; developing a leadership team; staff development; mission and direction; salaries, benefits, and non-monetary rewards; accountability and outcomes; as well as developing a culture for staff retention will be covered. Recommended for LMSW beginning and intermediate skill levels. This course is available 24 hours a day and will close on December 15, 2022. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Rosemary Jackson
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As a result of this course, you will be able to: 1. Explain two strategies to align organizational mission, vision and beliefs. 2. Describe how a leader can develop a culture aimed at staff retention. 3. Identify the types of policies and procedures that will drive staff retention now and in the future. 4. State three strategies designed to value staff as the most important asset in an organization. |
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Webinars
515-22 | Essential Skills Series: Self-Compassion an Essential Skill for Personal and Professional Success
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Wednesday, May 25, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
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Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
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Based on the research of Dr. Kristin Neff and Dr. Brené Brown, this course will provide an overview of the research on self-compassion, define what self-compassion is and challenge the myths about self-compassion that lead people to be overly harsh and critical with themselves. The connection between self-criticism and shame-based perfectionism will be discussed as an unseen barrier to high performance. Finally, the instructor will illustrate how increased self-compassion can improve your work performance while enhancing and protecting your health and well-being. | ||||||||||||||||||||||
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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After this presentation, the attendee will be able to: 1. Identify the 3 elements of mindful self-compassion as articulated by Dr. Kristin Neff. 2. Define the elements of healthy inner supervision and compassionate accountability. 3. Recognize and interrupt toxic internal messaging as a means of reducing strain and shame in the day-to-day experience of their lives. |
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514-22 | Essential Skills Series: Recognizing Burnout and Mapping Our Stress Response
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Wednesday, May 18, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
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Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
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We continue to be impacted by a global pandemic, political divisiveness, a growing number of climate emergencies, systemic racism and other forms of oppression, while also navigating our day-to-day work and professional lives. Many of us are experiencing intermittent burnout and the effects of chronic stress. This session is designed to help participants recognize when they are experiencing burnout and become more skilled at metabolizing their stress through the use of practical grounding skills to help reduce the strain on their body, mind, and spirit. *Meets Pain criteria |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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After this presentation, the attendee will: 1. Increase capacity to recognize burnout in self and others. 2. Identify effective ways to complete their stress cycles and part of their stress mitigation protocol. 3. Determine how to “map their stress response” in hopes of responding to their stressors with the lowest, effective stress response possible. |
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503-22 | Eating Disorders and Trauma: Bridging the Gap
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Thursday, March 17, 2022 at 9:00AM-1:00PM | ||||||||||||||||||||||
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Registration Starts: Thursday, October 28, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
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Despite the fact that trauma and disordered eating are common experiences in the lives of our clients, as practitioners we are often left without the tools to address these issues separately, let alone together. In this course we will explore the intersection between trauma and disordered eating by digging into treatment practices for clients with co-occurring disorders, exploring the role of white supremacy in our narratives around trauma and diet culture and discussing resources to continue to build an integrated approach. Intermediate skill levels. *Trauma Certificate elective course |
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4.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Amanda Taylor
Caroline Silva
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As a result of this course, you will be able to: 1. Identify contributing factors to disordered eating, including the role of trauma. 2. Explore best practices in treatment for trauma and eating disorders. 3. Explain the role of oppression in relation to the cause of sexual trauma and the development of diet culture. 4. Obtain resources for promoting body acceptance and exploring individuals’ relationships with food and their bodies. |
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Registration for this course is Closed.
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509-22 | Understanding Trauma
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Thursday, June 16, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
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Registration Starts: Monday, November 1, 2021 | ||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Social workers and other helping professionals inevitably encounter individuals who have experienced trauma. A foundational understanding of the nature of trauma and its impact provides the groundwork for developing the ability to effectively serve people who have experienced trauma. In this workshop, you will explore the general nature and impact of trauma across the lifespan. You will learn the elements of trauma-informed care at the individual, family, organizational, and community levels. *Level 1 Trauma Certificate Core Course Beginning to Intermediate skill levels. |
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2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Jessica Martin
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As a result of this course, you will be able to: 1. Define traumatic stress and trauma. 2. Explore reactions to traumatic experiences. 3. Identify the impact of trauma across the lifespan. 4. Identify cultural considerations that impact understanding of trauma. 5. Describe the elements of trauma informed intervention at the individual, family, organizational and community level. |
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223-22 | Becoming and Being Competent in Providing Trauma-Specific Treatment
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Friday, September 30, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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The NASW Code of Ethics addresses competence as a general standard for practice throughout the code of ethics. Increasingly, social workers are encountering individuals and families who live with active traumatic stressors, irrespective of their professional training. At the same time, the term “trauma” is used ubiquitously to refer to a wide range of stress responses. In this presentation, we examine a developmental model of competency to aid practitioners in understanding the difference between generalist practice social work, trauma-informed practice, and trauma-specific treatment. This developmental model will aid practitioners in developing a plan of action that is designed to support professional growth towards being a competent provider of trauma-specific treatment, as guided by the Code of Ethics. Beginning skill levels. *Meets Ethics criteria *Trauma certificate elective course |
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1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Understand how competence is defined in the NASW Code of Ethics. 2. Differentiate between generalist social work, trauma-informed practice and trauma-specific treatment. 3. Identify key knowledge competencies for providing trauma-specific treatment. 4. Identify key indicators of practitioner competence to provide trauma-specific treatment. |
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227-22 | Relationships & Boundaries: Increasing Foster, Adoptive, and Kin Parent Health (Caregiver Training)
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Tuesday, June 28, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
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Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
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Foster, adoptive, and kinship parents have important work to do as they care for children who have experienced trauma. Keeping themselves healthy and energized involves knowing how to manage the people and relationships in their lives. Explore the science behind the way your relationships either improve or damage your physical and mental health. Learn about the traits of both healthy and toxic relationships while reflecting on primary and secondary relationships in your life. Get ready for refreshment, empowerment, and change! Beginner to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Jennifer Patrick
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As a result of this workshop, participants will be prepared to: 1. Gain an understanding of the biology of relationships and how it impacts long-term physical and mental health. 2. Identify core traits of healthy and toxic relationships. 3. Identify tools/methods for setting boundaries. |
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228-22 | Supporting Young Children’s (aged 0-5) Healthy Psychological Development by Gaining a Deeper Understanding of the Impacts of Trauma, Attachment, and Culture (Caregiver Training)
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Tuesday, July 12, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
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Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
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This webinar will focus on exploring how trauma, attachment and culture all impact development of young children (aged 0-5). It will provide education about trauma and young children and ways parents can respond to help heal and respond to their children. It will provide some scientific information related to how trauma impacts the brain and body and practical strategies to help reduce stress and behaviors related to a trauma. Additionally, this webinar will provide education on attachment and how to help parents connect and build strong relationships with their children and potentially help them heal previous broken attachments. Throughout this presentation culture and race will be addressed, and participants will be encouraged to consider their own cultures, traditions and race as well as their child’s and how to hold all in mind and respond in empathic ways. This webinar will be interactive and encourage participants to consider their own experiences and take practical strategies and think about how to apply them in their own home. Beginner to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Hillary Lesniak
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As a result of this workshop, participants will be prepared to: 1. Identify how trauma impacts young children and 3-5 strategies to respond in healthy ways. 2. Support health attachment and bonding with their child. 3. Explore culture and race and how they impact their relationship with their child. |
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229-22 | Fostering Financial Literacy (Caregiver Training)
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Tuesday, September 13, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
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Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
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This webinar will address a heavily overlooked aspect of fostering/guardianship which is teaching financial literacy to foster youth. The speaker, a former foster youth and transracial adoptee, will teach from his lived experience on what he wished his foster parents/guardians would have prepared him to know about finances. You will learn how to create fun and interactive ways to educate the youth in your care about finances while having the opportunity to ask questions to a former foster youth who was in the Michigan child welfare system. Beginning to Intermediate skill levels. |
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0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Karlos Dillard
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As a result of this workshop, participants will be prepared to: 1. Create ideas and concrete tools to implement that guardians can teach their foster youth. 2. Teach foster youth how to build their own safety nets. 3. Guide guardians on how to encourage monetizing interest in hobbies and nontraditional career paths. |
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224-22 | Building Internal Resources for Youth Aging out of Foster Care to Promote Post traumatic Growth
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Friday, September 23, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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This webinar focuses on pragmatic strategies to aid professionals that are working with adolescents and young adults aging out of foster care. Research-supported mindfulness-centered and body sensory practices to promote self-inquiry will be presented and demonstrated. You will learn to differentiate cognitive and somatic interventions for helping young people to both cope with and transform difficult emotions stemming from traumatic stress. An introduction to practical knowledge and skills to aid young people with stress recognition, emotional processing and post-traumatic growth will be covered. Beginning skill levels. *Trauma certificate elective |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
Antwinae McNeil
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As a result of this course, you will be able to: 1. Define key concepts related to post-traumatic growth and body-based interventions. 2. Identify key symptoms of stress and the signs of well-being in the young adult body. 3. Identify strategies to add body-based knowledge and skills to one’s professional toolkit. |
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221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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219-22 | Using an Equity Framework in Child Welfare
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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218-22 | Trauma Rectification & Crisis Management in Health and Human Services
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Friday, June 24, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Trauma Rectification & Crisis Management webinar will focus on providing insight into the origin and impact of trauma across the lifespan of human development. Attendees will also learn assessments and interventions to support reduction of duration and intensity of crisis states. Beginner or Introductory skill levels. *Trauma certificate elective course |
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1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the impact of childhood trauma on human lifespan development. 2. Identify 3 indicators contributing to origin and onset of self-defeating or danger-inducing trauma responses. 3. Discover cognitive and affective interventions to reduce and eliminate self-defeating and danger-inducing responses to distress. |
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217-22 | Surviving The Moments: Suicide Awareness and Prevention
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 17, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
In this webinar, the instructor will support attendees' increased understanding and awareness of the origin and impact of suicidology in contemporary America. Attendees will also learn and apply an empirical-based suicide risk assessment scale to support diagnosis and best-practices for person-centered interventions for individuals and families impacted by the reality of suicide. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Increase cognitive, affective, and behavioral boundary setting and coping skills to reduce negative impact of secondary trauma of suicide. 2. Identify 3 types of suicidal tendencies to support assessment of risk level and best practices for person-centered interventions. 3. Recognize warning signs for individuals that are high risk for suicidal behaviors. |
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216-22 | Social Worker Support Circle
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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220-22 | Accessing Special Education Supports for Children in Foster Care
Course Date(s): | |||||||||||||||||||||||||||||||
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Monday, June 6, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore the unique circumstances children in foster care face in the educational system. Identifying the prevalence of children in foster care and social education and will explore the process, ramifications, and prevalence of children in foster care who qualify for special education. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Kimberly Battjes
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the process of seeking special education supports. 2. Describe the limitations of special education supports. 3. Identify alternative supports available to struggling children in the education system. |
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215-22 | Safety Planning for Domestic Abuse Cases: Exploration of Tools and the Role of Ethics
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 3, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will explore safety planning for clients and for social workers in domestic abuse cases. Safety planning guidelines and tools will be explored and provided by the instructor. In addition, participants will look at how the NASW Code of Ethics guides social workers around safety panning. Beginner or Introductory skill levels. *Meets Ethics criteria |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Ellen Craine
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the importance of safety planning. 2. Demonstrate how to make a safety plan for themselves or with clients. 3. Apply the NASW Code of Ethics as a guide in this practice area. |
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211-22 | The Interaction of ABCs (Attachment, Brain, And Child Development) and ACEs in the Treatment of Trauma
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 2, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This course will begin with descriptive definitions of the ABCs (Attachment, Brain, And Child Development) and the ACEs (Adverse Childhood Experiences). We will then discuss the protective and risk factors on both sides of the paradigm. It is critical for clinicians to have a working understanding of the ABCs to address the concomitant issues triggered by ACEs. This rich, fundamental knowledge guides the clinician to appropriate treatment that take into consideration all levels of human functioning. For example, a client stuck in the non-verbal trauma of childhood abuse, needs to have that developmental stage highlighted and addressed. Case examples will be used to highlight the information presented. *Trauma certificate elective course Intermediate skill levels |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe in detail the contributions attachment, brain development, and child development make to the treatment process of trauma related to adverse childhood experiences. 2. Explain how ABCs protective factors can be utilized to ameliorate the negative symptoms of high numbers of ACEs. 3. Identify and develop solutions that address the root causes of physical and mental health inequity problems that exacerbate the issues behind ACEs. |
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210-22 | Advancing Understanding of Black Americans from Contemporary Urban Communities
Course Date(s): | |||||||||||||||||||||||||||||||
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Wednesday, June 1, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Advancing Understanding of Black Americans from Contemporary Urban Communities is a cultural competency training that is designed to support the cultural humility of professionals who work with individuals and families from the community. This training is intended to help attendees increase mindful awareness, psychoeducational understanding, and interpersonal effectiveness in communicating and building professional relationships with Black Americans from contemporary urban communities. Intermediate skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Discover the four dominant subcultures within the Black American culture and community. Participants will be able to identify and distinguish the different narratives, strengths, and challenges of each. 2. Apply best practices to demonstrate effective interpersonal communication and relational health strategies to produce positive working relationships with Black Americans from Contemporary Urban Communities. 3. Identify and develop solutions that address the root causes of health inequity problems which continue to act as a barrier for Black Americans from Contemporary Urban Communities. |
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102-22 | Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp)
Course Date(s): | ||||||||||||||||||||||
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Tuesday, May 24, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Sunday, February 6, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Trauma is a public health issue that requires clinical attention and research to prevent wide array of poor outcomes. Trauma symptoms are common in psychosis and contribute to poorer course of illness and increased disability. Therefore, individuals with psychosis (or at risk for psychosis) should receive appropriate assessment and treatment of their symptoms. This session will explore assessing and treating individuals with established psychosis using exposure-based treatments and the preliminary evidence that suggests such treatments can be used in early psychosis or individuals at risk. Building on foundation of Trauma-Focused CBT (TF-CBT), this session will present evidence and use case examples to explore the use of Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Tara Niendam
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Identify trauma as a risk factor for psychosis 2. Discover evidence-based assessments for trauma symptoms that can be used in psychosis 3. Discover evidence-based treatment of trauma in psychosis 4. Describe Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) |
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212-22 | Ethics in Child Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 9, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Working with children brings with it a number of ethical considerations. In this webinar, you will learn about the importance of a clear ethical framework when working with children, a very vulnerable population. The vulnerability of children demands that providers think ethically and critically about their work with children and families. We will discuss the role of our personal values and personal expectations about child behavior and how those might influence treatment. Case examples will be studied to enhance the ethical issues discussed. We will also touch on different ethical decision-making models. *Meets Ethics criteria Intermediate skill level. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the rationale for thinking ethically and critically about treating children. 2. Illustrate the role of aspirational ethics related to difference. 3. Distinguish personal values and expectations about children and how that impacts treatment and personal ethics. 4. Give examples of three to five potential ethical considerations when working with children. |
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507-22 | Trauma-Focused Cognitive Behavioral Therapy
Course Date(s): | ||||||||||||||||||||||
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Wednesday, August 10, 2022 at 1:00PM-5:00PM | ||||||||||||||||||||||
Friday, August 12, 2022 at 8:30AM-12:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Tuesday, March 1, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Trauma Focused Cognitive Behavioral Therapy (TF-CBT) is a components-based psychosocial treatment model that incorporates elements of cognitive-behavioral, attachment, humanistic, empowerment, and family therapy models. TF-CBT is an evidence-based therapy model that supports healing for children and adolescents, with a focus on youth and their families. *Please note the following Pre-Requisite: Participants must prepare to submit proof of completion for the introductory, $30 10-hour online course located at this link: https://tfcbt2.musc.edu/ (10 CECH’s). Course Dates (must attend all three dates for credit): August 10, 2022 1:00PM-5:00PM August 11, 2022 8:30AM-12:30PM August 12, 2022 8:30AM-12:30PM Intermediate and Advanced skill levels. *Trauma certificate elective course |
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Available SW CECHs: | ||||||||||||||||||||||
12.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Connie Black-Pond
Kristine Buffington
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Explain the importance of providing trauma-informed treatment. 2. Use two assessments that assist in creating a pathway for trauma-informed care. 3. Describe the nature of the empirical evidence that supports trauma-focused CBT. 4. Identify strategies to support and measure TF-CBT model fidelity. 5. Identify each of the components of TFCBT, the rationale for each component, and at least three strategies or tools to practice each treatment component. 6. Begin to identify ways to adapt TFCBT for special populations. |
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518-22 | Cognitive Processing Therapy for PTSD
Course Date(s): | ||||||||||||||||||||||
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Wednesday, September 14, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Thursday, September 15, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, March 10, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
The purpose of this workshop is to provide participants with knowledge and skills to implement Cognitive Processing Therapy (CPT); an evidence-based cognitive behavioral therapy for posttraumatic stress disorder (PTSD). CPT has been endorsed by the Institute of Medicine as a first line treatment for PTSD, and related disorders, with individuals who have experienced all types of trauma including sexual assault, accidents, natural disasters and combat. You will learn about the symptoms and theory underlying CPT. You will also gain knowledge and skills required to implement CPT with special populations. This workshop will include a didactic presentation, role-plays and videos to ensure the participants understand the theory, research and session by session information needed to conduct CPT. *Trauma certificate elective |
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Available SW CECHs: | ||||||||||||||||||||||
12.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Kathleen Chard
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Describe PTSD symptoms and theory underlying CPT; 2. List pre-treatment issues and recommended assessment measures; 3. Demonstrate knowledge and skills required to implement CPT, an evidence-based psychotherapy for PTSD; 4. Describe the different formats of CPT and when they would be appropriate; 5. Demonstrate knowledge and skills required to implement CPT with special populations 6. Identify when to flex the protocol to manage various client issues. |
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519-22 | Cognitive Processing Therapy for PTSD in Groups
Course Date(s): | ||||||||||||||||||||||
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Friday, September 16, 2022 at 9:00AM-4:30PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, March 10, 2022 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
The purpose of this workshop is to provide participants with knowledge and skills to implement cognitive processing therapy (CPT), an evidence-based cognitive behavioral therapy for post traumatic stress disorder (PTSD) in a group setting. CPT has been shown to be an effective treatment for PTSD related to a variety of traumas, and the group modality often allows clients to feel a sense of normalizing while they examine the impact the trauma had on their life. In this workshop, you will learn to identify and implement CPT in group settings. Please note: The Pre-Requisite for this training is attendance to and completion of the 2-Day CPT Training. *Clinical Practice *Trauma Certificate Elective Course *Recommended for LMSW beginning and intermediate skill levels |
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Available SW CECHs: | ||||||||||||||||||||||
6.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Kathleen Chard
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Demonstrate knowledge and skills required to implement CPT an evidence-based psychotherapy for PTSD in a group format. 2. Describe the different formats of group CPT and when they would be appropriate. 3. Identify ways to screen participants for a CPT group. 4. Implement CPT in group with clients who have different trauma histories. 5. Identify strategies for managing disruptive behaviors in a CPT group while maintaining fidelity. 6. Describe how and when to use modified CPT worksheets in group, including those with cognitive deficits. |
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226-22 | Changing Expectations: Managing Grief & Loss (Caregiver Training)
Course Date(s): | ||||||||||||||||||||||||||||||||||
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Tuesday, June 7, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 15, 2022 | ||||||||||||||||||||||||||||||||||
Location: | ||||||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||||||||||||||
Description: | ||||||||||||||||||||||||||||||||||
Foster, adoptive, and kinship parents enter a child’s/youth’s life already touched by loss, and can expect to experience grief and loss throughout the process. Whether it is loss of hopes and expectations, change of goals, or grief from the actions of unhealthy children/youth in care, grief and loss is part of the life of a FAK parents. Learning how to redefine grief and loss, your expectations of your own healing process will help you reframe your new reality and move forward. Beginner to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||||||||||||||
0.0 | ||||||||||||||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||||||||||||||
Jennifer Patrick
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Objectives: | ||||||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Review common myths about grief and loss as it relates to the foster, adoptive, and kin parent’s journey. 2. Identify what grief/bereavement is and what is not (five stages or lifetime management). 3. Gain tools for healing and proceeding with your reality. |
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Leadership
515-22 | Essential Skills Series: Self-Compassion an Essential Skill for Personal and Professional Success
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 25, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Based on the research of Dr. Kristin Neff and Dr. Brené Brown, this course will provide an overview of the research on self-compassion, define what self-compassion is and challenge the myths about self-compassion that lead people to be overly harsh and critical with themselves. The connection between self-criticism and shame-based perfectionism will be discussed as an unseen barrier to high performance. Finally, the instructor will illustrate how increased self-compassion can improve your work performance while enhancing and protecting your health and well-being. | ||||||||||||||||||||||
Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will be able to: 1. Identify the 3 elements of mindful self-compassion as articulated by Dr. Kristin Neff. 2. Define the elements of healthy inner supervision and compassionate accountability. 3. Recognize and interrupt toxic internal messaging as a means of reducing strain and shame in the day-to-day experience of their lives. |
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514-22 | Essential Skills Series: Recognizing Burnout and Mapping Our Stress Response
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 18, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
We continue to be impacted by a global pandemic, political divisiveness, a growing number of climate emergencies, systemic racism and other forms of oppression, while also navigating our day-to-day work and professional lives. Many of us are experiencing intermittent burnout and the effects of chronic stress. This session is designed to help participants recognize when they are experiencing burnout and become more skilled at metabolizing their stress through the use of practical grounding skills to help reduce the strain on their body, mind, and spirit. *Meets Pain criteria |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will: 1. Increase capacity to recognize burnout in self and others. 2. Identify effective ways to complete their stress cycles and part of their stress mitigation protocol. 3. Determine how to “map their stress response” in hopes of responding to their stressors with the lowest, effective stress response possible. |
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219-22 | Using an Equity Framework in Child Welfare
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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218-22 | Trauma Rectification & Crisis Management in Health and Human Services
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 24, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Trauma Rectification & Crisis Management webinar will focus on providing insight into the origin and impact of trauma across the lifespan of human development. Attendees will also learn assessments and interventions to support reduction of duration and intensity of crisis states. Beginner or Introductory skill levels. *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the impact of childhood trauma on human lifespan development. 2. Identify 3 indicators contributing to origin and onset of self-defeating or danger-inducing trauma responses. 3. Discover cognitive and affective interventions to reduce and eliminate self-defeating and danger-inducing responses to distress. |
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216-22 | Social Worker Support Circle
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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212-22 | Ethics in Child Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Thursday, June 9, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Working with children brings with it a number of ethical considerations. In this webinar, you will learn about the importance of a clear ethical framework when working with children, a very vulnerable population. The vulnerability of children demands that providers think ethically and critically about their work with children and families. We will discuss the role of our personal values and personal expectations about child behavior and how those might influence treatment. Case examples will be studied to enhance the ethical issues discussed. We will also touch on different ethical decision-making models. *Meets Ethics criteria Intermediate skill level. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the rationale for thinking ethically and critically about treating children. 2. Illustrate the role of aspirational ethics related to difference. 3. Distinguish personal values and expectations about children and how that impacts treatment and personal ethics. 4. Give examples of three to five potential ethical considerations when working with children. |
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Mental Health
515-22 | Essential Skills Series: Self-Compassion an Essential Skill for Personal and Professional Success
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 25, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Based on the research of Dr. Kristin Neff and Dr. Brené Brown, this course will provide an overview of the research on self-compassion, define what self-compassion is and challenge the myths about self-compassion that lead people to be overly harsh and critical with themselves. The connection between self-criticism and shame-based perfectionism will be discussed as an unseen barrier to high performance. Finally, the instructor will illustrate how increased self-compassion can improve your work performance while enhancing and protecting your health and well-being. | ||||||||||||||||||||||
Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will be able to: 1. Identify the 3 elements of mindful self-compassion as articulated by Dr. Kristin Neff. 2. Define the elements of healthy inner supervision and compassionate accountability. 3. Recognize and interrupt toxic internal messaging as a means of reducing strain and shame in the day-to-day experience of their lives. |
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Comments: | ||||||||||||||||||||||
514-22 | Essential Skills Series: Recognizing Burnout and Mapping Our Stress Response
Course Date(s): | ||||||||||||||||||||||
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Wednesday, May 18, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 22, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
We continue to be impacted by a global pandemic, political divisiveness, a growing number of climate emergencies, systemic racism and other forms of oppression, while also navigating our day-to-day work and professional lives. Many of us are experiencing intermittent burnout and the effects of chronic stress. This session is designed to help participants recognize when they are experiencing burnout and become more skilled at metabolizing their stress through the use of practical grounding skills to help reduce the strain on their body, mind, and spirit. *Meets Pain criteria |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Lisa Laughman
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Objectives: | ||||||||||||||||||||||
After this presentation, the attendee will: 1. Increase capacity to recognize burnout in self and others. 2. Identify effective ways to complete their stress cycles and part of their stress mitigation protocol. 3. Determine how to “map their stress response” in hopes of responding to their stressors with the lowest, effective stress response possible. |
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Comments: | ||||||||||||||||||||||
503-22 | Eating Disorders and Trauma: Bridging the Gap
Course Date(s): | ||||||||||||||||||||||
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Thursday, March 17, 2022 at 9:00AM-1:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Thursday, October 28, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Despite the fact that trauma and disordered eating are common experiences in the lives of our clients, as practitioners we are often left without the tools to address these issues separately, let alone together. In this course we will explore the intersection between trauma and disordered eating by digging into treatment practices for clients with co-occurring disorders, exploring the role of white supremacy in our narratives around trauma and diet culture and discussing resources to continue to build an integrated approach. Intermediate skill levels. *Trauma Certificate elective course |
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Available SW CECHs: | ||||||||||||||||||||||
4.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Amanda Taylor
Caroline Silva
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Identify contributing factors to disordered eating, including the role of trauma. 2. Explore best practices in treatment for trauma and eating disorders. 3. Explain the role of oppression in relation to the cause of sexual trauma and the development of diet culture. 4. Obtain resources for promoting body acceptance and exploring individuals’ relationships with food and their bodies. |
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Comments: | ||||||||||||||||||||||
Registration for this course is Closed.
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509-22 | Understanding Trauma
Course Date(s): | ||||||||||||||||||||||
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Thursday, June 16, 2022 at 10:00AM-12:00PM | ||||||||||||||||||||||
Registration Dates: | ||||||||||||||||||||||
Registration Starts: Monday, November 1, 2021 | ||||||||||||||||||||||
Location: | ||||||||||||||||||||||
Synchronous, interactive, online live webinar | ||||||||||||||||||||||
Description: | ||||||||||||||||||||||
Social workers and other helping professionals inevitably encounter individuals who have experienced trauma. A foundational understanding of the nature of trauma and its impact provides the groundwork for developing the ability to effectively serve people who have experienced trauma. In this workshop, you will explore the general nature and impact of trauma across the lifespan. You will learn the elements of trauma-informed care at the individual, family, organizational, and community levels. *Level 1 Trauma Certificate Core Course Beginning to Intermediate skill levels. |
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Available SW CECHs: | ||||||||||||||||||||||
2.0 | ||||||||||||||||||||||
CE Faculty: | ||||||||||||||||||||||
Jessica Martin
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Objectives: | ||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define traumatic stress and trauma. 2. Explore reactions to traumatic experiences. 3. Identify the impact of trauma across the lifespan. 4. Identify cultural considerations that impact understanding of trauma. 5. Describe the elements of trauma informed intervention at the individual, family, organizational and community level. |
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223-22 | Becoming and Being Competent in Providing Trauma-Specific Treatment
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 30, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
The NASW Code of Ethics addresses competence as a general standard for practice throughout the code of ethics. Increasingly, social workers are encountering individuals and families who live with active traumatic stressors, irrespective of their professional training. At the same time, the term “trauma” is used ubiquitously to refer to a wide range of stress responses. In this presentation, we examine a developmental model of competency to aid practitioners in understanding the difference between generalist practice social work, trauma-informed practice, and trauma-specific treatment. This developmental model will aid practitioners in developing a plan of action that is designed to support professional growth towards being a competent provider of trauma-specific treatment, as guided by the Code of Ethics. Beginning skill levels. *Meets Ethics criteria *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Understand how competence is defined in the NASW Code of Ethics. 2. Differentiate between generalist social work, trauma-informed practice and trauma-specific treatment. 3. Identify key knowledge competencies for providing trauma-specific treatment. 4. Identify key indicators of practitioner competence to provide trauma-specific treatment. |
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224-22 | Building Internal Resources for Youth Aging out of Foster Care to Promote Post traumatic Growth
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 23, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar focuses on pragmatic strategies to aid professionals that are working with adolescents and young adults aging out of foster care. Research-supported mindfulness-centered and body sensory practices to promote self-inquiry will be presented and demonstrated. You will learn to differentiate cognitive and somatic interventions for helping young people to both cope with and transform difficult emotions stemming from traumatic stress. An introduction to practical knowledge and skills to aid young people with stress recognition, emotional processing and post-traumatic growth will be covered. Beginning skill levels. *Trauma certificate elective |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Yvonne Unrau
Antwinae McNeil
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this course, you will be able to: 1. Define key concepts related to post-traumatic growth and body-based interventions. 2. Identify key symptoms of stress and the signs of well-being in the young adult body. 3. Identify strategies to add body-based knowledge and skills to one’s professional toolkit. |
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221-22 | Kinship Care, Challenges and Legal Options: Understanding the Intersection of Child Welfare and Skipped Generation Family Support
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 16, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Kinship families have sometimes been referred to as the “hidden foster care” for children. Their part in a child’s life can provide many benefits in the long-term outcomes for a child, yet they are often missing out on important information to maximize supports available to them. Staff of the Kinship Care Resource Center and Chance at Childhood, both Community Programs with the MSU School of Social Work, will discuss the challenges that kinship caregivers face when caring for children. They will review the legal options that can either cause barriers for kinship families, or provide supports depending on the choices they make. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Joseph Kozakiewicz
Beth Lindley
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe how skipped generation family support is different from Multi-generational family support. 2. Identify challenges faced by Kinship Caregivers when providing care to relative’s children. 3. Recognize the complex legal options for kinship caregivers and how they impact the supports available to this population. |
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219-22 | Using an Equity Framework in Child Welfare
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, September 2, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
This webinar will outline strategies in using equity as a framework in child welfare. Using an equity framework leads to just outcomes in which everyone has access to opportunities. This beginner workshop will build a shared vocabulary, introduce action steps, and use a case study to move participants through a framework for “doing’ equity work. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Gina Tremonti Gembel
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Identify the differences between equality and equity. 2. Recognize the four levels of oppression and change. 3. Label four (4) action steps in an equity framework. |
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Comments: | |||||||||||||||||||||||||||||||
218-22 | Trauma Rectification & Crisis Management in Health and Human Services
Course Date(s): | |||||||||||||||||||||||||||||||
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Friday, June 24, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
Registration Dates: | |||||||||||||||||||||||||||||||
Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
Location: | |||||||||||||||||||||||||||||||
Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
Description: | |||||||||||||||||||||||||||||||
Trauma Rectification & Crisis Management webinar will focus on providing insight into the origin and impact of trauma across the lifespan of human development. Attendees will also learn assessments and interventions to support reduction of duration and intensity of crisis states. Beginner or Introductory skill levels. *Trauma certificate elective course |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe the impact of childhood trauma on human lifespan development. 2. Identify 3 indicators contributing to origin and onset of self-defeating or danger-inducing trauma responses. 3. Discover cognitive and affective interventions to reduce and eliminate self-defeating and danger-inducing responses to distress. |
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217-22 | Surviving The Moments: Suicide Awareness and Prevention
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Friday, June 17, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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In this webinar, the instructor will support attendees' increased understanding and awareness of the origin and impact of suicidology in contemporary America. Attendees will also learn and apply an empirical-based suicide risk assessment scale to support diagnosis and best-practices for person-centered interventions for individuals and families impacted by the reality of suicide. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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As a result of this workshop, participants will be prepared to: 1. Increase cognitive, affective, and behavioral boundary setting and coping skills to reduce negative impact of secondary trauma of suicide. 2. Identify 3 types of suicidal tendencies to support assessment of risk level and best practices for person-centered interventions. 3. Recognize warning signs for individuals that are high risk for suicidal behaviors. |
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216-22 | Social Worker Support Circle
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Friday, June 10, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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This approach offers support circles for practitioners, educators, and administrators working within health and human services. Support Circles integrates the structure and goals of group therapy, support groups, and psychoeducational seminars. Attendees are offered the opportunity to process sensitive content in a safe environment of peers, while adhering to the outcomes of the Support Circle Approach to increase their optimum wellness through brief solution-focused goals and lifespan development plans. Beginner or Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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As a result of this workshop, participants will be prepared to: 1. Identify and implement 1 to 3 coping skills to reduce the onset, intensity, duration, and frequency of job and career-related stressors. 2. Increase the ability to distinguish between personal desires and professional responsibilities of Social Work. 3. Develop person-centered self-care plan to reduce negative impact of secondary trauma caused by job and career-related stressors. |
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220-22 | Accessing Special Education Supports for Children in Foster Care
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Monday, June 6, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Thursday, February 10, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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This webinar will explore the unique circumstances children in foster care face in the educational system. Identifying the prevalence of children in foster care and social education and will explore the process, ramifications, and prevalence of children in foster care who qualify for special education. Beginning and Introductory skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Kimberly Battjes
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As a result of this workshop, participants will be prepared to: 1. Identify the process of seeking special education supports. 2. Describe the limitations of special education supports. 3. Identify alternative supports available to struggling children in the education system. |
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215-22 | Safety Planning for Domestic Abuse Cases: Exploration of Tools and the Role of Ethics
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Friday, June 3, 2022 at 12:00PM-1:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Friday, February 4, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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This webinar will explore safety planning for clients and for social workers in domestic abuse cases. Safety planning guidelines and tools will be explored and provided by the instructor. In addition, participants will look at how the NASW Code of Ethics guides social workers around safety panning. Beginner or Introductory skill levels. *Meets Ethics criteria |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
1.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Ellen Craine
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As a result of this workshop, participants will be prepared to: 1. Describe the importance of safety planning. 2. Demonstrate how to make a safety plan for themselves or with clients. 3. Apply the NASW Code of Ethics as a guide in this practice area. |
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211-22 | The Interaction of ABCs (Attachment, Brain, And Child Development) and ACEs in the Treatment of Trauma
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Thursday, June 2, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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This course will begin with descriptive definitions of the ABCs (Attachment, Brain, And Child Development) and the ACEs (Adverse Childhood Experiences). We will then discuss the protective and risk factors on both sides of the paradigm. It is critical for clinicians to have a working understanding of the ABCs to address the concomitant issues triggered by ACEs. This rich, fundamental knowledge guides the clinician to appropriate treatment that take into consideration all levels of human functioning. For example, a client stuck in the non-verbal trauma of childhood abuse, needs to have that developmental stage highlighted and addressed. Case examples will be used to highlight the information presented. *Trauma certificate elective course Intermediate skill levels |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Victoria Fitton
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Objectives: | |||||||||||||||||||||||||||||||
As a result of this workshop, participants will be prepared to: 1. Describe in detail the contributions attachment, brain development, and child development make to the treatment process of trauma related to adverse childhood experiences. 2. Explain how ABCs protective factors can be utilized to ameliorate the negative symptoms of high numbers of ACEs. 3. Identify and develop solutions that address the root causes of physical and mental health inequity problems that exacerbate the issues behind ACEs. |
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210-22 | Advancing Understanding of Black Americans from Contemporary Urban Communities
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Wednesday, June 1, 2022 at 9:00AM-12:15PM | |||||||||||||||||||||||||||||||
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Registration Starts: Tuesday, February 1, 2022 | |||||||||||||||||||||||||||||||
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Synchronous, interactive, online live webinar | |||||||||||||||||||||||||||||||
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Advancing Understanding of Black Americans from Contemporary Urban Communities is a cultural competency training that is designed to support the cultural humility of professionals who work with individuals and families from the community. This training is intended to help attendees increase mindful awareness, psychoeducational understanding, and interpersonal effectiveness in communicating and building professional relationships with Black Americans from contemporary urban communities. Intermediate skill levels. |
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Available SW CECHs: | |||||||||||||||||||||||||||||||
3.0 | |||||||||||||||||||||||||||||||
CE Faculty: | |||||||||||||||||||||||||||||||
Christopher Harris
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As a result of this workshop, participants will be prepared to: 1. Discover the four dominant subcultures within the Black American culture and community. Participants will be able to identify and distinguish the different narratives, strengths, and challenges of each. 2. Apply best practices to demonstrate effective interpersonal communication and relational health strategies to produce positive working relationships with Black Americans from Contemporary Urban Communities. 3. Identify and develop solutions that address the root causes of health inequity problems which continue to act as a barrier for Black Americans from Contemporary Urban Communities. |
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102-22 | Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp)
Course Date(s): | |
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Tuesday, May 24, 2022 at 10:00AM-12:00PM | |
Registration Dates: | |
Registration Starts: Sunday, February 6, 2022 | |
Location: | |
Synchronous, interactive, online live webinar | |
Description: | |
Trauma is a public health issue that requires clinical attention and research to prevent wide array of poor outcomes. Trauma symptoms are common in psychosis and contribute to poorer course of illness and increased disability. Therefore, individuals with psychosis (or at risk for psychosis) should receive appropriate assessment and treatment of their symptoms. This session will explore assessing and treating individuals with established psychosis using exposure-based treatments and the preliminary evidence that suggests such treatments can be used in early psychosis or individuals at risk. Building on foundation of Trauma-Focused CBT (TF-CBT), this session will present evidence and use case examples to explore the use of Trauma Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp) Intermediate skill levels. |
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Available SW CECHs: | |
2.0 | |
CE Faculty: | |